scholarly journals Children and Adolescents’ Third-Person Perception Regarding Depictions of Violence in Different TV Genres

2021 ◽  
Vol 14 (1 (39)) ◽  
pp. 30-38
Author(s):  
John CHAPIN
Keyword(s):  
High School Students ◽  
Children And Adolescents ◽  
Person Perception ◽  
Real Life ◽  
Perceptual Bias ◽  
School Students ◽  
Third Person Effect ◽  
Crime Dramas ◽  
Third Person ◽  
Peer Bullying

Research in third-person perception (TPP) is well-established. The current study contributes to the literature by examining differences in the perceptual bias attributable to different television genres: Teen Dramas, Crime Dramas, and Super Hero/Fantasy Shows. A field survey of middle school and high school students (N = 1,255) documented third- person perception regarding depictions of abuse on television watched by children and adolescents, as well as a unique third- person effect: Intended bystander intervention when witnessing peer bullying in real life.

Self-Perceived Knowledge of the O.J. Simpson Trial: Third-Person Perception and Perceptions of Guilt

1997 ◽  
Vol 74 (3) ◽  
pp. 541-556 ◽  
Author(s):  
Paul D. Driscoll ◽  
Michael B. Salwen
Keyword(s):  
Person Perception ◽  
Perceptual Bias ◽  
Perceived Knowledge ◽  
Third Person Effect ◽  
The Third ◽  
Third Person ◽  
Neutral Media ◽  
Murder Trial ◽  
Media Message ◽  
The Third Person

This study tested the “third-person effect” during the O.J. Simpson double-murder trial. The perceptual component of the third-person effect predicts that people judge themselves to be less susceptible to media influence than other people. Findings from a nationwide telephone survey indicated that respondents' self-perceived knowledge about the legal issues involved in the Simpson trial was correlated with third-person perception of a perceived “neutral” media message. Self-perceived knowledge was not correlated with third-person perceptual bias of a perceived “biased” message. It was suggested that the biased message primed respondents' perceptions of Simpson's guilt or innocence. The relative contributions of various predictors of third-person perception were assessed using regression analysis.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

scholarly journals Predicting Real-Life Eating Behaviours Using Single School Lunches in Adolescents

Nutrients ◽  
2019 ◽  
Vol 11 (3) ◽  
pp. 672 ◽  
Author(s):  
Billy Langlet ◽  
Petter Fagerberg ◽  
Anastasios Delopoulos ◽  
Vasileios Papapanagiotou ◽  
Christos Diou ◽  
...  
Keyword(s):  
High School Students ◽  
Food Intake ◽  
Real Life ◽  
School Lunch ◽  
High Energy ◽  
Eating Rate ◽  
Eating Behaviours ◽  
School Lunches ◽  
School Students ◽  
Intra Class Correlation

Large portion sizes and a high eating rate are associated with high energy intake and obesity. Most individuals maintain their food intake weight (g) and eating rate (g/min) rank in relation to their peers, despite food and environmental manipulations. Single meal measures may enable identification of “large portion eaters” and “fast eaters,” finding individuals at risk of developing obesity. The aim of this study was to predict real-life food intake weight and eating rate based on one school lunch. Twenty-four high-school students with a mean (±SD) age of 16.8 yr (±0.7) and body mass index of 21.9 (±4.1) were recruited, using no exclusion criteria. Food intake weight and eating rate was first self-rated (“Less,” “Average” or “More than peers”), then objectively recorded during one school lunch (absolute weight of consumed food in grams). Afterwards, subjects recorded as many main meals (breakfasts, lunches and dinners) as possible in real-life for a period of at least two weeks, using a Bluetooth connected weight scale and a smartphone application. On average participants recorded 18.9 (7.3) meals during the study. Real-life food intake weight was 327.4 g (±110.6), which was significantly lower (p = 0.027) than the single school lunch, at 367.4 g (±167.2). When the intra-class correlation of food weight intake between the objectively recorded real-life and school lunch meals was compared, the correlation was excellent (R = 0.91). Real-life eating rate was 33.5 g/min (±14.8), which was significantly higher (p = 0.010) than the single school lunch, at 27.7 g/min (±13.3). The intra-class correlation of the recorded eating rate between real-life and school lunch meals was very large (R = 0.74). The participants’ recorded food intake weights and eating rates were divided into terciles and compared between school lunches and real-life, with moderate or higher agreement (κ = 0.75 and κ = 0.54, respectively). In contrast, almost no agreement was observed between self-rated and real-life recorded rankings of food intake weight and eating rate (κ = 0.09 and κ = 0.08, respectively). The current study provides evidence that both food intake weight and eating rates per meal vary considerably in real-life per individual. However, based on these behaviours, most students can be correctly classified in regard to their peers based on single school lunches. In contrast, self-reported food intake weight and eating rate are poor predictors of real-life measures. Finally, based on the recorded individual variability of real-life food intake weight and eating rate, it is not advised to rank individuals based on single recordings collected in real-life settings.

Snacking in children according to age

2017 ◽  
Vol 7 (1) ◽  
pp. 107-113
Author(s):  
P. Pac ◽  
A. Gładka ◽  
M. Maciorkowska ◽  
M. Zalewska ◽  
P. Musiałowski ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Children And Adolescents ◽  
Junior High School ◽  
Junior High ◽  
Primary School Students ◽  
School Students ◽  
Primary Level ◽  
The Family

Introduction: One of the major nutritional mistakes committed by children and adolescents is snacking between meals. Sweet or salty snacks are rich in simple sugars, fats, preservatives and dyes, and poor in minerals and vitamins. Their excessive consumption can lead to the development of diet-related diseases in the future. Purpose: To evaluate the nutrition of children and adolescents with a focus on snacking between meals. Materials and methods: The study included 162 students from Bialystok schools, of which primary school students accounted for 30.2%, junior high school 38.3%, high school 31.5%. The questionnaire used by the authors contained 27 questions. Results: Regular meals were consumed by only 55.1% of primary school students, 35.5% of junior high school, and 37.3% of high school students. Two and fewer meals a day were consumed by 1.6% to 5.8% of the students studied. First breakfast was omitted by 18.4% of the students in elementary school, 16.1% of junior high school, and 15.7% of high school. Second breakfast was omitted by 12.9% to 17.6% of the respondents.Sweet products instead of a second breakfast were consumed by 44.9% of primary school students, 61.3% of junior high school, and 64.7% of high school students. Snacking most often occurred in the respondents' home (69.4% of elementary school students, 43.5% of secondary level students, and 52.9% of high school students). Water in school was drunk by 85.7% of primary level students, 56.5% of junior high school, and 51.0% of high school. The main source of knowledge about nutrition for 61.2% of primary level students was the family, while television, radio, and the Internet were the main sources of knowledge for 62.7% of high school students. Conclusions: The regularity of eating in the study group decreased with the studied students’ age. The most popular products in the group of younger students were salty snacks and sweets. Healthy snacking was observed more frequently in the group of high school students. The main place of snacking was the home. The primary source of knowledge about nutrition for primary school students was the family and for high school students the mass media.

Mathematics and Meteorology

1986 ◽  
Vol 79 (8) ◽  
pp. 602-603
Author(s):  
Eric F. Wood
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Real Life ◽  
Teaching Mathematics ◽  
School Students ◽  
Weather Forecasts ◽  
Life Problems ◽  
School Classroom ◽  
Interesting Discussion ◽  
Local Weather

One of the ironies of teaching mathematics is that real-life problems, although interesting, are often too difficult to consider in a secondary school classroom. Consequently the problems that are used in texts are often somewhat contrived. While working at the local weather office, I came upon several applications of trigonometry that are both interesting and instructive for high school students. The problems require that some background knowledge be presented to the students, but often they will have at least heard about the ideas from the nightly weather forecasts on television. These ideas make an interesting discussion for both teacher and student.

Graphing Calculators Aren't Just for High School Students

1994 ◽  
Vol 1 (3) ◽  
pp. 190-196
Author(s):  
Linda J. C. Taylor ◽  
Jeri A. Nichols
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Mathematics Curriculum ◽  
Real Life ◽  
Graphing Calculators ◽  
School Curriculum ◽  
School Students ◽  
Learning And Teaching ◽  
And Function

Graphing calculators are revolutionizing the learning and teaching of mathematics. Students can view and manipulate graphs of functions in a matter of seconds. Such features as “plot,” “graph,” “trace,” and “zoom” offer opportunities for users to develop an understanding of the terms variable and function. According to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), these concepts are vital aspects of the middle school curriculum. According to the standards document, “[A]n ideal 5-8 mathematics curriculum would expand students' knowledge of numbers,… patterns and functions, and the fundamental concepts of algebra” (pp. 65-66). In addition, “[T]echnology, including calculators, computers, and videos, should be used when appropriate” (p. 67). It stand to reason that tools to aid in understanding such concepts as variable and function, specifically graphing calculators, should not be reserved for high school juniors and seniors. This article discusses the use of graphing calculators by students of middle school age in an enrichment program for academically able, but economically disadvantaged, students. The exercises described helped students develop an understanding about variable and function. Students were actively engaged in problem solving that involved hands-on, real-life activities.

scholarly journals High School Intervention for Influenza Biology and Epidemics/Pandemics: Impact on Conceptual Understanding among Adolescents

2009 ◽  
Vol 8 (1) ◽  
pp. 62-71 ◽  
Author(s):  
Nancy Dumais ◽  
Abdelkrim Hasni
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Understanding ◽  
Scientific Knowledge ◽  
Real Life ◽  
Life Cycles ◽  
School Intervention ◽  
School Students ◽  
Knowledge Based ◽  
Life Issues

Understanding real-life issues such as influenza epidemiology may be of particular interest to the development of scientific knowledge and initiation of conceptual changes about viruses and their life cycles for high school students. The goal of this research project was to foster the development of adolescents' conceptual understanding of viruses and influenza biology. Thus, the project included two components: 1) pre- and posttests to determine students' conceptions about influenza biology, epidemics/pandemics, and vaccination; and 2) design an intervention that supports conceptual change to promote improvements in influenza knowledge based on these primary conceptions. Thirty-five female students from a high school biology class participated in a series of instructional activities and pre- and posttest assessments. Results from the pretest indicated that high school students exhibit a limited understanding of concepts related to viruses. Six weeks after an intervention that promoted active learning, results from a posttest showed that conceptions about influenza are more accurately related to the provided scientific knowledge. Although adolescents have nonscientific models to explain influenza biology, we showed that a carefully designed intervention can affect students' knowledge as well as influence the implementation of health education programs in secondary schools.

scholarly journals PROBLEM-BASED GROUP DISCUSSION: AN EFFECTIVE ELT TECHNIQUE TO IMPROVE VOCATIONAL HIGH SCHOOL STUDENTS’ TRANSACTIONAL SPEAKING SKILLS

2020 ◽  
Vol 8 (2) ◽  
pp. 247-258
Author(s):  
Kaharuddin Kaharuddin ◽  
Ananda Rahmadana
Keyword(s):  
High School ◽  
High School Students ◽  
Group Discussion ◽  
Real Life ◽  
Test Group ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
Control Group Design ◽  
Speaking Skills

In this millennial era, English speaking skills are very necessary for young learners, especially for Vocational High Schools students. However, few teachers still have difficulties in choosing the right technique to teach the speaking skills. Consequently, students feel that speaking is the hardest skill in English. This paper is aimed at discussing how to improve the students’ transactional speaking skills (group discussion) using problem-based group discussion technique at Vocational High School 5 Gowa. A quantitative research design was used to carry out this study with support from the data collection instrument i.e. speaking video test (group discussion). The design of this study conducted using a quasi-experimental with nonequivalent control group design. Twenty (20) students in two classes i.e. ten students for the experimental class and ten students for the controlled class of the intermediate level were purposively selected to participate in this study. The results of this study showed that the problem-based group discussion technique is able to improve students’ transactional speaking skills. It was proved by the result of the statistical analysis of the level significance P = 0.05 with the degree of freedom (df) = 9 indicated that the t-test values of the students’ transactional speaking skills (3.498) was higher than the t-table value (2.262). The outcome of this research indicates that this technique is effectively able to improve the students’ transactional speaking skills in exchanging information, taking a part in formal discussions and even learning to work in real-life situations

scholarly journals Effect of high school students’ selfconcept and family relationships on peer bullying

2012 ◽  
Vol 25 (4) ◽  
pp. 405-412 ◽  
Author(s):  
Arslan Sevda ◽  
Savaser Sevim
Keyword(s):  
High School ◽  
High School Students ◽  
Family Relationships ◽  
School Students ◽  
Peer Bullying
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