Perceived teacher support on children and adolescent career development: validation of a rating scale

Background & Objectives: Recently, constant and night pain has been discarded as adequate clinical markers to predict the presence of an underlying pathology in pediatric back pain. The pain intensity has been recognized as an important domain in the pain assessment. Numerical Rating Scale (NRS) is one of the most common validated tools to assess pediatric pain intensity in children above 8 years of age. The aim of this study is to assess NRS as a predictor of underlying pathologies found by magnetic resonance image (MRI) in pediatric back pain. We hypothesize that a higher NRS score is associated with a high sensitivity, specificity and likelihood ratio to identify the present of organic pathology in pediatric chronic back pain. Methodology: After obtaining Institutional Review Board approval, a retrospective electronical medical record review was conducted. All pediatric patients who reported back pain lasting > 4 weeks between 2009 to 2018 were enrolled in the study. As per regular protocol, a pediatric orthopedic surgeon evaluated all patients who presented with back pain. After a non-diagnostic history, physical examination and spinal x-ray; spine MRI was order. Pain was graded with the use of NRS from 0 to 10. Patients were divided in two groups: NRS (1-5) & NRS (6-10). Variables such as gender, age, pain frequency, night pain, neurological exam, and the presence of an underlying pathology were compared between both groups. Patients that presented with injury due to trauma, previous diagnosis of back pain or cervical pain were excluded. Results: A total of 467 patients were evaluated in the study. Mean age of subjects was 15 years; 69% being female. An underlying pathology was identified in 131/315 (41.6%) patients with NRS (6-10), and 55/152 (36.2%) patients with NRS (1-5) (P=0.27). Patients with NRS (6-10) had two times more probability of suffering constant pain (P<0.03) and three times more likely of having an abnormal neurological examination (P<0.05). See table 1. Conclusion: Evaluation and treatment of children and adolescent with chronic back pain is challenging. Our study shows a strong association between NRS high (6-10) and constant pain and/or abnormal neurological exam. However, the use of NRS of (6-10) was not found as adequate predictor for the presence of an underlying organic pathology in children and adolescent patients. Therefore, physicians should not rely only high NRS score to recommend advance imaging study to assess chronic back pain in children and adolescent patients. Summary [Table: see text]

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The Mediation Effect of School Adjustment in the Relationship between Perceived Teacher Support and Educational Aspirations among Chinese Migrant Children: An Analysis of the CEPS Data

Korean Academy of Multicultural Welfare ◽

10.51155/kamw.2021.3.1.1 ◽

2021 ◽

Vol 3 (1) ◽

pp. 1-20

Author(s):

Jiawei Shen ◽

Seung-Hwan Ham

Keyword(s):

Teacher Support ◽

Educational Aspirations ◽

School Adjustment ◽

Migrant Children ◽

Mediation Effect ◽

Perceived Teacher Support ◽

The Relationship

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Interpersonal violence and suicidality among former child soldiers and war-exposed civilian children in Nepal

Global Mental Health ◽

10.1017/gmh.2017.31 ◽

2018 ◽

Vol 5 ◽

Cited By ~ 3

Author(s):

Anvita Bhardwaj ◽

Christine Bourey ◽

Sauharda Rai ◽

Ramesh Prasad Adhikari ◽

Carol M. Worthman ◽

...

Keyword(s):

Suicidal Ideation ◽

Young Women ◽

Interpersonal Violence ◽

Teacher Support ◽

Suicide Risk ◽

Rating Scale ◽

Child Soldiers ◽

Child Soldier ◽

High Resource ◽

Former Child Soldiers

Background.Suicide risk reduction is crucial for 15–29-year-old youth, who account for 46% of suicide deaths in low- and middle-income countries. Suicide predictors in high-resource settings, specifically depression, do not adequately predict suicidality in these settings. We explored if interpersonal violence (IPV) was associated with suicidality, independent of depression, in Nepal.Methods.A longitudinal cohort of child soldiers and matched civilian children, enrolled in 2007 after the People's War in Nepal, were re-interviewed in 2012. The Depression Self-Rating Scale and Composite International Diagnostic Interview assessed depression and suicidality, respectively. Non-verbal response cards were used to capture experiences of sexual and physical IPV.Results.One of five participants (19%) reported any lifetime suicidal ideation, which was associated with sexual IPV, female gender, former child soldier status and lack of support from teachers. Among young men, the relationship between sexual IPV and suicidality was explained by depression, and teacher support reduced suicidality. Among young women, sexual IPV was associated with suicidality, independent of depression; child soldier status increased suicidality, and teacher support decreased suicidality. Suicide plans were associated with sexual IPV but not with depression. One of 11 female former child soldiers (9%) had attempted suicide.Conclusion.Sexual IPV is associated with suicidal ideation and plans among conflict-affected young women, independent of depression. Reducing suicide risk among women should include screening, care, and prevention programs for sexual IPV. Programs involving teachers may be particularly impactful for reducing suicidality among IPV survivors.

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Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

Frontiers in Psychology ◽

10.3389/fpsyg.2021.637776 ◽

2021 ◽

Vol 12 ◽

Author(s):

Selma Korlat ◽

Marlene Kollmayer ◽

Julia Holzer ◽

Marko Lüftenegger ◽

Elisabeth Rosa Pelikan ◽

...

Keyword(s):

Gender Differences ◽

Gender Role ◽

Teacher Support ◽

Intrinsic Value ◽

Self Concept ◽

Digital Learning ◽

Learning Engagement ◽

Biological Sex ◽

Competence Beliefs ◽

Perceived Teacher Support

The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom. As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020. Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender. This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way. A total of 19,190 Austrian secondary school students (61.9% girls, Mage = 14.55, SDage = 2.49, age range 10–21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures. Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning. Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning. Implications of the findings for theory and practice are discussed.

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All-Female Classes in High School Computer Science: Positive Effects in Three Years of Data

Journal of Educational Computing Research ◽

10.2190/vrd4-69af-wpq6-p734 ◽

2002 ◽

Vol 27 (4) ◽

pp. 385-409 ◽

Cited By ~ 11

Author(s):

Gail Crombie ◽

Tracy Abarbanel ◽

Anne Trinneer

Keyword(s):

High School ◽

Computer Science ◽

Teacher Support ◽

Intrinsic Value ◽

Female Students ◽

School Level ◽

High School Level ◽

Positive Effects ◽

Perceived Teacher Support ◽

Mixed Gender

In a three-year study, female students from all-female computer science (CS) classes were compared to male and female students from mixed-gender CS classes. Participants were 250 students enrolled in an elective Grade 11 CS course (63 females from three all-female classes and 155 males and 32 females from nine mixed-gender classes). Participants completed a questionnaire assessing perceived support from teachers and parents, computer-related attitudes, and future academic and occupational intentions. Females from all-female classes reported higher levels of perceived teacher support, confidence, and future academic and occupational intentions than did females from mixed-gender classes. Females from all-female classes reported levels as high as those reported by males on perceived teacher support, whereas males reported higher levels than did females from mixed-gender classes on perceived teacher support, confidence, intrinsic value, and future intentions. The present study provides some initial empirical evidence supporting the positive effects of all-female classes in CS at the high school level.

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