scholarly journals Trends and sex disparities in school bullying victimization among U.S. youth, 2011–2017

2020 ◽  
Author(s):  
Ruili Li ◽  
Qiguo Lian ◽  
Qiru Su ◽  
Luhai Li ◽  
Meixian Xie ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Female Students ◽  
Healthy People ◽  
Series Data ◽  
Bullying Victimization ◽  
Traditional Bullying ◽  
School Students ◽  
Cyberbullying Victimization ◽  
Healthy People 2020

Abstract Objectives The prevalence of being bullied traditionally among U.S. high school students is expected to reduce to 17.9%, according to Healthy People 2020 Initiatives. We examined trends in traditional and cyberbullying victimization with the latest large-scale time-series data in the United States. Methods We analyzed the data from the 2011-2017 national Youth Risk Behavior Survey (YRBS) to access the trends in traditional and cyberbullying among U.S. high school students. We identified the temporal trends using multivariate logistic regression analyses, accounting for survey design features of YRBS. Results The overall prevalence of victimization was 19.74% for traditional bullying and 15.38% for cyberbullying, suggesting that cyberbullying is not a low frequent phenomenon. The prevalence of victimization ranged from 20.19% to 19.04% for traditional bullying and 16.23% to 14.77% for cyberbullying, and the declined trends for the two kinds of bullying victimization were both statistically non-significant. The degree of overlap between the two kinds of bullying victimization was about 60%. Besides, female students experienced more traditional and cyberbullying than male peers within each survey cycle. Conclusions No declined trends in traditional and cyberbullying victimization were observed during 2011-2017. Female students are more likely to experience bullying. To achieve the Healthy People 2020 goal on bullying, more work is needed.

scholarly journals Trends and sex disparities in school bullying victimization among U.S. youth, 2011–2019

2020 ◽  
Author(s):  
Ruili Li ◽  
Qiguo Lian ◽  
Qiru Su ◽  
Luhai Li ◽  
Meixian Xie ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Bullying ◽  
Female Students ◽  
Healthy People ◽  
Series Data ◽  
Bullying Victimization ◽  
School Students ◽  
Healthy People 2020 ◽  
Traditional Victimization

Abstract BackgroundThe prevalence of being bullied traditionally among U.S. high school students is expected to reduce to 17.9%, according to Healthy People 2020 Initiatives. We examined trends in traditional victimization and cybervictimization with the latest large-scale time-series data in the United States.MethodsWe analyzed the data from the 2011-2019 national Youth Risk Behavior Survey (YRBS) to access the trends in traditional victimization and cybervictimization among U.S. high school students. We identified the temporal trends using multivariate logistic regression analyses, accounting for survey design features of YRBS. Participants included 72,605 high school students.ResultsThe overall prevalence of victimization was 19.74% for traditional bullying and 15.38% for cyberbullying, suggesting that cyberbullying is not a low frequent phenomenon. The prevalence of victimization ranged from 20.19% to 19.04% for traditional victimization and 16.23% to 14.77% for cybervictimization, and the declined trends for the two kinds of bullying victimization were both statistically non-significant. The degree of overlap between the two kinds of bullying victimization was about 60%. Besides, female students reported more traditional victimization and cybervictimization than male peers within each survey cycle.ConclusionsNo declined trends in traditional victimization and cybervictimization were observed during 2011-2019. Female students are more likely to experience school bullying. To achieve the Healthy People 2020 goal on bullying, more work is needed to explore the underlying reasons behind these unchanging trends.

scholarly journals Trends and sex disparities in school bullying victimization among U.S. youth, 2011–2019

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Ruili Li ◽  
Qiguo Lian ◽  
Qiru Su ◽  
Luhai Li ◽  
Meixian Xie ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Bullying ◽  
Female Students ◽  
Healthy People ◽  
Series Data ◽  
Bullying Victimization ◽  
School Students ◽  
Healthy People 2020 ◽  
Traditional Victimization

Abstract Background The prevalence of being bullied traditionally among U.S. high school students is expected to reduce to 17.9%, according to Healthy People 2020 Initiatives. We examined trends in traditional victimization and cybervictimization with the latest large-scale time-series data in the United States. Methods We analyzed the data from the 2011–2019 national Youth Risk Behavior Survey (YRBS) to access the trends in traditional victimization and cybervictimization among U.S. high school students. We identified the temporal trends using multivariate logistic regression analyses, accounting for survey design features of YRBS. Participants included 72,605 high school students. Results The overall prevalence of victimization was 19.74% for traditional bullying and 15.38% for cyberbullying, suggesting that cyberbullying is not a low frequent phenomenon. The prevalence of victimization ranged from 20.19 to 19.04% for traditional victimization and 16.23 to 14.77% for cybervictimization, and the declined trends for the two kinds of bullying victimization were both statistically non-significant. The degree of overlap between the two kinds of bullying victimization was about 60%. Besides, female students reported more traditional victimization and cybervictimization than male peers within each survey cycle. Conclusions No declined trends in traditional victimization and cybervictimization were observed during 2011–2019. Female students are more likely to experience school bullying. To achieve the Healthy People 2020 goal on bullying, more work is needed to explore the underlying reasons behind these unchanging trends.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

scholarly journals Increased symptoms of post-traumatic stress in school students soon after the start of the COVID-19 outbreak in China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hanmei Xu ◽  
Hang Zhang ◽  
Lijuan Huang ◽  
Xiaolan Wang ◽  
Xiaowei Tang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Psychological Stress ◽  
Traumatic Stress ◽  
Female Students ◽  
Post Traumatic Stress ◽  
School Students ◽  
Post Traumatic ◽  
Senior High School Students

Abstract Background The outbreak of Coronavirus Disease 2019(COVID-19) caused psychological stress in Chinese adults population. But we are unaware of whether the pandemic causes psychological stress on children. Methods We used the Children’s Impact of Event Scale questionnaire (CRIES-13) to investigate the degree of Post-traumatic Stress (PTSD) symptoms caused by the pandemic in students selected from schools in Sichuan, Jiangsu, Henan, Yunnan, and Chongqing provinces of China. Results A total of 7769 students(3692 male and 4077 female), aged 8–18 years, were enrolled in the study, comprising 1214 in primary schools, 2799 in junior high schools and 3756 in senior high schools. A total of 1639 students (21.1%) had severe psychological stress reactions. A large proportion of senior high school students (23.3%) experienced severe psychological stress, and they had the highest median total CRIES-13 score. Female students were more likely to experience severe psychological stress and had higher median CRIES-13 total scores than males. Conclusion COVID-19 has placed psychological stresses on primary and secondary school students in China. These stresses are more likely to reach severe levels among female students and senior high school students.

scholarly journals The Relationship between Body Mass Index and Depression among High School Girls in Ahvaz

2016 ◽  
Vol 2016 ◽  
pp. 1-5 ◽  
Author(s):  
Ashraf Tashakori ◽  
Forough Riahi ◽  
Amin Mohammadpour
Keyword(s):  
High School ◽  
Body Mass Index ◽  
High School Students ◽  
Major Depression ◽  
Body Mass ◽  
Female Students ◽  
School Students ◽  
Moderate Depression ◽  
Severity Of Depression ◽  
The Relationship

Objective. Today, obesity and depression are two major illnesses that are on the rise all over the world and threaten human health. This research was done to determine the relationship between Body Mass Index (BMI) and depression among Ahvaz high school female students.Method. In a descriptive-analytical study using stratified random sampling, 400 female high school students in academic year of 2013-2014 were picked and their height and weight were measured. BMI was classified based on World Health Organization classification. To assess the severity of depression, Beck depression questionnaire was used. In order to analyze the data, descriptive statistics and Pearson correlation test were used.Results. In terms of BMI 9% of students were slim, 77% were at an acceptable level, and 14% were overweight. Also, the prevalence of depression was 86.20% major depression and 13.79% moderate depression for obese persons, 10.41% major depression and 70.83% moderate depression for overweight persons, 8.78% major depression and 12.97% moderate depression for normal weight persons, and 9% moderate depression for slim persons. The relationship between BMI and depression among high school students is positive and significant (P<0.001;  r=0.555).Conclusion. There is a positive and significant relationship between BMI and the severity of depression among Ahvaz high school female students.

scholarly journals Sustainable Learning Levels of High School Students

2019 ◽  
Vol 10 (1) ◽  
pp. 63-80
Author(s):  
Menekşe Eskici
Keyword(s):  
High School ◽  
High School Students ◽  
Standard Deviation ◽  
Significant Variation ◽  
Arithmetic Mean ◽  
Female Students ◽  
School Students ◽  
Cognitive Subscale ◽  
Academic Year ◽  
One Way Anova

Abstract The aim of this study was to determine sustainable learning levels of students. The study also attempted to determine sustainable learning levels of students based on gender and grade. The participants of the study consisted of 742 high school students (354 females and 388 males) in various high schools in Babaeski district of Kırklareli, Turkey during the 2017–2018 academic year. In order to collect data, a scale with two subscales – behavioural and cognitive – was developed. The data were analysed through SPSS 17, and arithmetic mean, standard deviation, t-test and one-way analysis of variance (One Way Anova) were used. According to the results of the study, it is concluded that sustainable learning level of the high school students is moderate. The study also found a significant variation in favour of the female students in “learning for development” subdimension on the cognitive subscale of the scale.

scholarly journals BAHASA INDONESIA RAGAM TULIS DI KALANGAN SISWA REMAJADI DKI JAKARTA

Kandai ◽  
2017 ◽  
Vol 13 (2) ◽  
pp. 263
Author(s):  
Wati Kurniawati
Keyword(s):  
High School ◽  
High School Students ◽  
Social Factors ◽  
Female Students ◽  
School Students ◽  
Descriptive Method ◽  
Bahasa Indonesia

This study aimed to describe the quality of Indonesian variety of writing used by high school students in Central Jakarta and East Jakarta. The focus of this research is the spelling rules. The method used is descriptive method. Fourty high school students writing in Central Jakarta and East Jakarta were selected as the sample, they are consisting of twenty men and twenty women with regard to social factors. The findings indicate that female teenage student, female students in Central Jakarta more careful in the use of the letters, punctuation, and spelling than male teenage student in East Jakarta. Students whose parents are having different ethnic tend to be more careful in the use of letters and writing words than students whose parents is coming from same ethnic. As for the use of punctuation on students whose parents is coming from same ethnic tend to be more careful than teenage student whose parents are having different ethnic. 

Equity in high school computer science: Beyond access

2021 ◽  
pp. 147821032110630
Author(s):  
Paul Bruno ◽  
Colleen M Lewis
Keyword(s):  
High School ◽  
Native American ◽  
High School Students ◽  
Computer Science ◽  
Female Students ◽  
Racial Groups ◽  
School Students ◽  
Level Data ◽  
And Gender ◽  
K 12

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

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