scholarly journals The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior

2013 ◽  
Vol 5 (1) ◽  
pp. 32-64 ◽  
Author(s):  
Marianne Bertrand ◽  
Jessica Pan
Keyword(s):  
Disruptive Behavior ◽  
Home Environment ◽  
Gender Gap ◽  
School Environment ◽  
Social Influences ◽  
Single Mother ◽  
School Environments ◽  
Early School ◽  
Key Features ◽  
Home And School

This paper explores the importance of the home and school environments in explaining the gender gap in disruptive behavior. We document large differences in the gender gap across key features of the home environment—boys do especially poorly in broken families. In contrast, we find little impact of the early school environment on noncognitive gaps. Differences in endowments explain a small part of boys' noncognitive deficit in single-mother families. More importantly, noncognitive returns to parental inputs differ markedly by gender. Broken families are associated with worse parental inputs, and boys' noncognitive development, unlike that of girls', appears extremely responsive to such inputs. (JEL I21, J12, J13, J16, Z13)

scholarly journals Contribution of home and school environment in children’s food choice and overweight/obesity prevalence in African context: Evidence for creating enabling healthful food environment

2019 ◽  
Author(s):  
Renatha Mchongi Pacific ◽  
Haikael Martin ◽  
Kissa Kulwa ◽  
Pammla Petrucka
Keyword(s):  
School Children ◽  
School Environment ◽  
Grey Literature ◽  
Food Choices ◽  
Overweight And Obesity ◽  
Obesity Prevalence ◽  
School Environments ◽  
Open Access Journals ◽  
Dietary Choices ◽  
Home And School

Abstract Background Informed dietary choices during childhood is necessary for building good eating habits in the present and future generations. There is a significant increase globally in trends of over nutrition, specifically, overweight and obesity among school children in Africa calls for consideration of home and school environments. Methods A systematic literature search was conducted between October to December 2018 using Medline (PubMed), Directory of Open Access Journals and Google Scholar databases. Also, a grey literature review was conducted to identify and retrieve relevant documents and reports some of which from websites of international organizations. Major topics of interest were home and school food environments, dietary choices, school children and Africa. Out of 318 articles 30 were included in the full text read after meeting the inclusion criteria such as focusing on school children in Africa. Four reports from grey literature were also included. This review includes articles published between the 1st January 2008 and 30th June 2018. Results Available data from reviewed articles showed that obesity prevalence among school children in Africa is on the rise and ranges from less than 5% to more than 30% across countries. Few articles investigated the contribution of home and school environments on school children’s food choices which necessitates more research in this area. Conclusion Therefore, this review suggests that for effective implementation of childhood overweight and obesity reduction strategies, investigation of home and school determinants of children’s food choices is imperative.

scholarly journals Self-Efficacy, Physical Activity, and Sedentary Behavior in Adolescent Girls: Testing Mediating Effects of the Perceived School and Home Environment

2014 ◽  
Vol 11 (8) ◽  
pp. 1579-1586 ◽  
Author(s):  
Ronald C. Plotnikoff ◽  
Klaus Gebel ◽  
David Revalds Lubans
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Home Environment ◽  
Adolescent Girls ◽  
Low Income ◽  
School Environment ◽  
Self Efficacy ◽  
Self Report ◽  
The Relationship ◽  
Home And School

Background:According to social-cognitive theory (SCT), self-efficacy affects health behavior both directly and indirectly by influencing how individuals perceive their environment. This study examines whether perceptions of home and school environment mediate the association between self-efficacy and physical activity (PA) and sedentary behavior in adolescent girls.Methods:Baseline data from the Nutrition and Enjoyable Activity for Teen Girls (NEAT) was used for this study. Grade 8 female students (n = 357) were recruited from 12 secondary schools located in low-income communities in the Hunter Region, New South Wales, Australia. PA was assessed using accelerometers, and sedentary behavior by self-report and accelerometers. Self-reported measures were used for perceived home and school environment and self-efficacy. Multilevel regression models were calculated to determine if the perceived environment mediated the relationship between self-efficacy with both PA and sedentary behavior.Results:The perceptions of the school and home environment did not mediate the relationship between PA self-efficacy and PA behavior or sedentary behavior.Conclusion:The mediated models were not supported for PA or sedentary behavior. However, other results of this paper may be helpful for future theory development and practice. More research is needed to understand behaviors in unique populations such as this.

From the Homestead to the City: Two Fundamental Concepts of Education

1992 ◽  
Vol 23 (2) ◽  
pp. 149-181
Author(s):  
Bernd Jager
Keyword(s):  
Home Environment ◽  
School Environment ◽  
Rite Of Passage ◽  
Way Of Life ◽  
The Public ◽  
The One ◽  
Homo Faber ◽  
Home And School ◽  
The City ◽  
Characteristic Manner

AbstractThe metaphor of progress as it applies to education refers to the steps taken (Latin gredi) by students on a road leading from one way of understanding or misunderstanding in the direction (Latin pro) of another, better understanding. This process of acculturation, understood in the light of the metaphor of progress, is thought here as connecting two commensurate realms. This metaphoric mode evokes a technical, natural, scientific way of understanding education. The cultural metaphor of a rite of passage as it is used by preliterate societies presents acculturation as a transcending movement between incommensurate realms. The root metaphor for the rite of passage is that of dying to one way of life and being reborn to another. The metaphor of progress, like that of homo faber, leads to an understanding of acculturation in terms of becoming literate. The metaphor of the rite of passage and of transcendence leads to an understanding of acculturation as essentially a process of becoming inscribed. The rite of passage places human learning and understanding within the context of human suffering and mortality; modern progressive theories place our thirst for knowledge within the context of everyday usefulness and the practical desire to improve our life. It is possible to think of the young child's passage from the home environment to the grade-school environment in terms of progress; the world of the home and that of the school are then thought of as commensurate realms, as together forming one unproblematic whole. The child's problem in moving from the one environment to the other is then seen as a problem of adjustment. If we look at this transition in terms of a rite of passage, it can then be thought of as a radical personal and individual transformation or conversion that cannot be accomplished by purely technical means. This mode of understanding casts in high relief the essential differences that mark the incommensurate realms of the home and the school. An investigation concerning the essential differences between the incommensurate realms of home and school brings to the fore the more fundamental differences between the incommensurate spheres of the private and the public, each of which has its own specific structural and ontological characteristics that determine the characteristic manner in which these realms are inhabited.

scholarly journals “I Control What I Eat and I'm Sensible with What I Eat, Apart from School” – A Qualitative Study of Adolescents’ Food Choices and the School Environment

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1345-1345
Author(s):  
David Ryan ◽  
Melvin Holmes ◽  
Hannah Ensaff
Keyword(s):  
Focus Group ◽  
Home Environment ◽  
School Environment ◽  
Food Choice ◽  
Process Model ◽  
Social Influences ◽  
Food Choices ◽  
School Food ◽  
Food Provision ◽  
At Home

Abstract Objectives Adolescent obesity is a significant issue in the UK, with 36% of 11 to 15 year olds classified as overweight or obese. Schools are seen as a sound setting to address this phenomenon. Mandatory School Food Standards have endeavoured to improve the nutritional profile of school food provision. However students often choose micronutrient poor, energy dense options. This study aimed to explore how and why secondary school students make their food choices within the school environment. Methods Seven focus group interviews were conducted with students (n = 28) aged 13–14 years in a school in Northern England. Development of the focus group schedule was informed by the socio-ecological model and food choice process model. Question topics included school food provision, students’ food choices and the role of friends and family in students’ food choices. Discussions were audio-recorded, transcribed verbatim and analysed using an inductive thematic approach: an iterative process of reading and re-reading transcripts, coding of nodes and grouping of nodes into unique themes. NVivo12 software was used to facilitate data management. Results Six initial themes emerged; (1) home environment, (2) food knowledge, (3) food choice factors, (4) food autonomy struggle, (5) social influences and (6) home versus school. Findings suggest that adolescents juxtapose the school and home food environments, in terms of food provision, food choices, as well as food-related rules and customs. Students identified food choices at home as being a structured and clearly defined process, with parents and caregivers acting as nutritional gatekeepers. In contrast, students depicted school food choices as being less straight-forward, determined by factors including social influences and school food choice parameters (e.g., time, queues, cost). Students reported choosing less “healthy” items at school than at home, and justified this by reportedly adopting perceived healthier choices/behaviours at home. Conclusions Both the school and home environment (in)directly influence adolescents’ school food choices. Further research is needed to understand these contrasting environmental influences, and how adolescents manage and integrate their food choice behaviours in different environments. Funding Sources Research funded by the University of Leeds.

THE XYY CONDITION IN CHILDHOOD: CLINICAL OBSERVATIONS

PEDIATRICS ◽  
1969 ◽  
Vol 43 (5) ◽  
pp. 852-857
Author(s):  
Richard F. Daly ◽  
Raymond W. M. Chun ◽  
Stanley Ewanowski ◽  
Richard H. Osborne
Keyword(s):  
Mental Retardation ◽  
Sampling Methods ◽  
Chromosome Complement ◽  
Physical Characteristics ◽  
School Environments ◽  
Skeletal Anomalies ◽  
Clinical Observations ◽  
Average Intelligence ◽  
Home And School

The 47,XYY chromosome complement was found in the lymphocytes of a 6-year-old white boy of average intelligence. He seems well adjusted to home and school environments. He is extremely tall for his age, has an articulation problem, impaired coordination, and muscular and skeletal anomalies. Although he has had a hydrocoele repaired, his genitalia are otherwise normal. Mental retardation and genital maldevelopment have been quite common in the few reported cases of the XYY condition in children, but this may be partially due to sampling methods. It is apparent that the mental and physical characteristics of the average XYY boy are yet to be determined.

Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia

2020 ◽  
Author(s):  
Yeny Kusumawati ◽  
◽  
Fresty Africia ◽  
Keyword(s):  
High School ◽  
Policy Implementation ◽  
School Environment ◽  
School Policy ◽  
School Environments ◽  
Analysis Technique ◽  
Edward Iii ◽  
Homeroom Teachers ◽  
Guidance Teachers ◽  
Resource Factor

ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: [email protected]. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01

scholarly journals WHY DO PEOPLE DIFFER IN THEIR ACHIEVEMENT MOTIVATION? A NUCLEAR TWIN FAMILY STUDY

2019 ◽  
Vol 11 (4) ◽  
pp. 433-450 ◽  
Author(s):  
Lea Klassen ◽  
Eike F. Eifler ◽  
Anke Hufer ◽  
Rainer Riemann
Keyword(s):  
Achievement Motivation ◽  
School Environment ◽  
Environmental Influences ◽  
Twin Studies ◽  
Genetic Influences ◽  
Parental Home ◽  
Nationally Representative ◽  
The Impact ◽  
Home And School

Although many previous studies have emphasized the role of environmental factors, such as parental home and school environment, on achievement motivation, classical twin studies suggest that both additive genetic influences and non-shared environmental influences explain interindividual differences in achievement motivation. By applying a Nuclear Twin Family Design on the data of the German nationally representative of TwinLife study, we analyzed genetic and environmental influences on achievement motivation in adolescents and young adults. As expected, the results provided evidence for the impact of additive genetic variation, non-additive genetic influences, as well as twin specific shared environmental influences. The largest amount of variance was attributed to non-shared environmental influences, showing the importance of individual experiences in forming differences in achievement motivation. Overall, we suggest a revision of models and theories that explain variation in achievement motivation by differences in familial socialization only.

scholarly journals Pengembangan Karakter Anak di Indonesia Heritage Foundation (IHF) Depok

2018 ◽  
Vol 6 (2) ◽  
pp. 163
Author(s):  
Ajri Faujiah ◽  
Ahmad Tafsir ◽  
Sumadi Sumadi
Keyword(s):  
Character Education ◽  
Home Environment ◽  
School Environment ◽  
Character Development ◽  
National Character ◽  
Human Beings ◽  
Heritage Foundation ◽  
Education Management ◽  
Community Environment ◽  
Education Model

Character is something that is reflected in human beings through their words, actions and movements in daily life. Good characters are expected by everyone. Indonesia has sparked 18 national character values that must be owned by its citizens. Characters will be formed through daily habituation that is done consistently, exemplary and repetitive. One environment that helps the development of children's character is the school environment, where habituation in the school environment must be in line with habituation in the home environment and community environment. This article was written to look at how the school environment can help in character development, by taking one of the schools that focuses on students' character education, namely the character school in the Indonesia Heritage Foundation (IHF) Depok, in terms of its education management and education model.

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