scholarly journals Middle School Students' Perception of Music Teacher-student Relationship, and its Effect on Music Interest

2017 ◽  
Vol 21 (1) ◽  
pp. 1-14
Author(s):  
권슬기 ◽  
박수원
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Music Teacher ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

scholarly journals The Culprit Hormone: The Physiological Origin of School Violence amidst Middle School Students

2020 ◽  
Vol 7 (1) ◽  
pp. 761-773
Author(s):  
Danlong He
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Violence ◽  
School Students ◽  
Physiological Factors ◽  
Physiological Basis ◽  
Effective Prevention ◽  
Campus Environment ◽  
Teacher Student ◽  
Student Relationship

The increasingly severe school violence has become an influential and notorious worldwide problem. The attribution of school violence determines the formulation of coping strategies. Unlike the analysis of family, psychological and social factors, long-term front-line work and follow-up studies have found that student violence’s physiological factors in adolescence are more significant than other factors. The decisive factor leading to school violence among middle school students is the secretion of sex hormones during adolescence, so hormones mostly cause violence. Attributing school violence to “sex instinct” does not deny the role of education; on the contrary, it recognizes the crux of the problem and provides the possibility of finding effective prevention and intervention measures. Using dopamine to antagonize hormones provides a physiological basis for education and violence intervention. Strengthening physical exercise, carrying out activities where boys and girls are present simultaneously, and building a harmonious teacher-student relationship and a friendly campus environment effectively prevent middle school students from campus violence.

scholarly journals Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2101
Author(s):  
Juan-Manuel Trujillo-Torres ◽  
Hassan Hossein-Mohand ◽  
Melchor Gómez-García ◽  
Hossein Hossein-Mohand ◽  
Francisco-Javier Hinojo-Lucena
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
School Environment ◽  
Optimal Algorithm ◽  
School Students ◽  
Cross Sectional ◽  
Maximum Gain ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.

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