scholarly journals Screen media and academic performance in the seventh graders

2014 ◽  
Vol 54 (3) ◽  
pp. 155
Author(s):  
Ratu Meulya Rezeki ◽  
Soedjatmiko Soedjatmiko ◽  
Abdul Latief
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Achievement Motivation ◽  
Junior High School ◽  
Behavioral Problems ◽  
Learning Strategy ◽  
Junior High ◽  
Female Gender ◽  
Screen Media

Background Excessive screen media exposures have manynegative impacts on children, including academic performance.Studies on the impacts of screen media on academic performancehave been limited, especially in Indonesia.Objective To assess screen media use and academic performanceof7th graders in a junior high school, and to evaluate other factorspotentially affecting student academic performance.Methods This was a cross-sectional study using surveys,questionnaires, and 12-day logbooks, conducted from May toJuly 2012. Students were 129 students in the 7,h grade of JuniorHigh Sch ool 115 in Jakarta and selected by consecutive sampling.Chi square test and multivariate analyses with logistic regressioncalculations were used for statistical analysis.Results The prevalences of students using screen media for > 2hours per day were 39.5% on weekdays and 64.3% on weekends.The prevalence of students using screen media that was notappropriate for their age was 69% on weekdays and 63.6% onweekends. Screen media content on weekdays and weekendshad no impact on academic performance (OR 0.56; 95%CI 0.26to 1.20; P=0.136 and OR 0.97; 95%CI 0.47 to 1.00; P=0.934,respectively) . In addition, the duration of screen media useon weekdays and weekends had no association with academicperformance (OR 0.60; 95%CI 0.30 to 1.23; P=0.161 andOR 0.90; 95%CI 0.44 to 1.86; P=0.782, respectively). Factorssignificantly associated with students' above average academicperformance were female gender (OR 3 .26; 95%CI 1.38 to7.74; P=0.007), superior intelligence quotient (IQ) comparedto average IQ (OR 4.63; 95%CI 1.66 to 12.9; P=0.003), highlysuperior IQ compared to average IQ (OR 5.45; 95%CI 1.51 to19.64; P=0.009), as well as achievement motivation and existenceof learning strategy, including intermediate vs. low motivation(OR 4.09; 95%CI 1.14 to 14.7 ; P=0.031), and high vs . lowmotivation (OR61.1; 95%CI 7.42 to 502.95; P<0.001); lack ofemotional and behavioral problems (OR 0.45; 95%CI 0.37-0.54;P= 0.01); and democratic parenting style (OR 0.45; 95%CI 0.37to 0.55; P=0.022).Conclusion There is no association between screen media useand academic performance in junior high school students. Factorssignificantly associated with above average academic performanceare female gender, superior and very superior IQ score, middleand high achievement motivation and learning strategy, lack ofemotional and behavioral problems, and democratic parentingstyle.

scholarly journals THE EFFECT OF ACADEMIC PERFORMANCE ON CLASSROOM ENVIRONMENT FOR JUNIOR HIGH SCHOOL STUDENTS

2011 ◽  
Vol 76 (660) ◽  
pp. 201-209 ◽  
Author(s):  
Mine SUDO ◽  
Kazuhide ITO ◽  
Hideyuki SASAKI ◽  
Go IWASHITA ◽  
Kanako UENO ◽  
...  
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Classroom Environment ◽  
Junior High ◽  
Junior High School Students ◽  
School Students

scholarly journals THE ANALYSIS OF EFL LEARNING STRATEGY OF THE VISUALLY IMPAIRED JUNIOR HIGH SCHOOL STUDENTS IN SLB NEGERI 1 DENPASAR

PRASI ◽  
2018 ◽  
Vol 13 (2) ◽  
pp. 23
Author(s):  
N.M.Y. Setyawati ◽  
L.D.S. Adnyani ◽  
K.S. Piscayanti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Visually Impaired ◽  
Learning Strategy ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Efl Learning

Penelitian ini bertujuan untuk mendeskripsikan strategi belajar siswa dengan cacat visual (VIS). Ditemukan bahwa ada 6 strategi yang digunakan yaitu (1) kognitif yaitu berlatih, mengulang, mendapatkan ide,  menganalisis dan membuat reasoning, meringkas dan menerjemahkan; (2) metakognitif, mereka memperhatikan pelajaran dan menunjukkan bukti pemahaman; (3) strategi sosial, mereka berempati dengan orang lain, membuat pertanyaan, membuat ulasan, meminta saran, meminta konfirmasi; (4) afektif, dengan menurunkan kecemasan, (5) ingatan, dengan membuat asosiasi, membuat konteks kata kata, mengingat, mengingat pengalaman visual, membuat simpulan dan mengambil kembali ide sebelumnya; (6) kompensasi, dengan mengatasi keterbatasan dalam berbicara dan menulis, berusaha memberikan jawaban dan menggunakan bahasa campuran.Kata-kata kunci: EFL, strategi pembelajaran, siswa cacat visual

scholarly journals ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIK MATERI LINGKARAN SISWA SMP BERDASARKAN GENDER

2019 ◽  
Vol 2 (1) ◽  
pp. 33
Author(s):  
Maranata Sanglimbo Buranda ◽  
Martin Bernard
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Female Gender ◽  
Junior High School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Problem Description

The purpose of this study was to analyze the problem solving skills of junior high school students based on student gender. This research is descriptive qualitative. Data from the research results obtained from the results of writing written questions and the results of oral interviews of 14 students of class VIII from Waringin Middle School, Bandung. The instrument used is 3 numbers of material questions that are in accordance with indicators of cognitive aspects. The results of this study indicate that from the problem description given and from the results of interviews about problem solving abilities of junior high school students with female gender on average, it is better than the problem solving ability on average junior high school students have a way to solve while solving problems. So that researchers can conduct research using active student learning methods to get better results, and also be able to understand other factors related to problem solving problems of junior high school students, both male and female students.

scholarly journals Psychosocial Adjustment and Mental Distress Associated With In-Game Purchases Among Japanese Junior High School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Hiroki Shinkawa ◽  
Tomonari Irie ◽  
Masanori Tanaka ◽  
Kengo Yokomitsu
Keyword(s):  
High School ◽  
High School Students ◽  
Psychosocial Adjustment ◽  
Junior High School ◽  
Behavioral Problems ◽  
Mental Distress ◽  
Junior High ◽  
Junior High School Students ◽  
Maladaptive Behavior ◽  
School Students

In-game purchases, including microtransactions and loot box spending, are the monetization systems of free-to-play online games. Although some studies have suggested that excessive in-game purchases increase the risk of psychosocial maladjustment and mental distress as well as predict future problematic gaming and gambling practices, empirical studies on problematic behavioral patterns related to in-game purchasing among adolescents are lacking. This study sought to explore whether knowing the style of in-game purchases (non-purchase, planned purchase, or unplanned purchase) could be useful when characterizing maladaptive behavior among adolescents from the perspective of psychosocial adjustment and mental distress. A total of 335 junior high school students (aged 12–15 years) participated in the survey and completed a questionnaire assessing daily online gaming usage, in-game purchases, psychosocial adjustment, and mental distress. The results showed that (1) 30.7% of students had previously made in-game purchases, and at least 14.0% had made unplanned in-game purchases; (2) 19.2% of the users who had made unplanned purchases had spent greater than or equal to their actual monthly allowance within the past month, and (3) unplanned purchase gamers exhibited more behavioral problems and peer problems regarding psychosocial adjustment compared to planned purchase gamers, and more overall difficulties compared to non-purchasers. Meanwhile, more hyperactivity/inattention was seen among in-game purchasers compared to non-purchasers, regardless of whether the purchase was planned or unplanned. These findings support that understanding whether adolescents make unplanned in-game purchases could be a useful approach to describing the characteristics of online gamers with maladaptive tendencies.

The interaction effect of time beliefs and interests in learning on academic performance among Japanese junior high school students

2016 ◽  
Vol 28 (1) ◽  
pp. 50-59 ◽  
Author(s):  
Ryo Ishii ◽  
Ryuichi Tamai ◽  
Masaki Kera
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Science ◽  
Junior High School ◽  
Interaction Effect ◽  
Junior High ◽  
Junior High School Students ◽  
Future Perspective ◽  
School Students

The present study investigated the interaction effect of time beliefs and interests in learning on the academic performance among Japanese junior high school students. We conducted a secondary analysis of a social science study whose data was provided by the Social Science Japan Data Archive. A total of 1672 junior high school students took an achievement test and responded to questionnaires that included items about time beliefs and interest in learning. The results of hierarchical multiple regression analysis showed that hedonists’ academic performance was worse than ascetics’. However, the results also showed that interests in learning had a positive influence on academic performance, and this effect was stronger for hedonists than for ascetics. These results indicate additional positive aspects of concentrating on the present time in the field of learning, and these findings may be helpful for students who do not have a future perspective.

The Effects of Online Interactive Games on High School Students’ Achievement and Motivation in History Learning

2012 ◽  
Vol 10 (4) ◽  
pp. 96-105 ◽  
Author(s):  
Kuan-Cheng Lin ◽  
Yu Che Wei ◽  
Jason C. Hung
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Learning Effect ◽  
Junior High ◽  
Learning System ◽  
Learning Motivation ◽  
Game Based Learning ◽  
School Students

Many studies demonstrate that Digital Game Based Learning (DGBL) can foster learning effect. The purpose of this study is to survey whether the online game in junior high school students can encourage learning effect in Taiwan’s History. So, the research applied Interactive Game-based Learning System (IGLS) to junior high history teaching as an ancillary tool to enhance users’ learning motivation and academic performance. After a four-week experiment conducted on eleven students, the paired sample t test analysis considerably impact on experimental group to significance .05, and one-way ANCOVA showed login IGLS the number of days every week more learning effect to be better. Besides, questionnaires exhibited that IGLS not only magnetized over ninety percent of students’ participation but invigorated their learning will. The research presents positive result on enhancing students’ learning motivation and academic performance.

Sign in / Sign up

Export Citation Format

Share Document