The Changing Earth, Grade 8: STEM Road Map for Middle School

2020 ◽  
Keyword(s):  
Middle School ◽  
Road Map ◽  
Grade 8

scholarly journals How Do Individual Predispositions and Family Dynamics Contribute to Academic Adjustment Through the Middle School Years? The Mediating Role of Friends’ Characteristics

2018 ◽  
Vol 39 (4) ◽  
pp. 576-602 ◽  
Author(s):  
Marie Claire Vaillancourt ◽  
Alexandra Oliveira Paiva ◽  
Marie-Hélène Véronneau ◽  
Thomas J. Dishion
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Problem Behavior ◽  
Academic Adjustment ◽  
Mediating Effect ◽  
Adolescent Problem Behavior ◽  
Mediating Role ◽  
High Achieving ◽  
Sustained Success ◽  
Grade 8

This study examined the mediating effect of friends’ characteristics (problem behavior and academic achievement) in the association between students’ background (family and individual factors) and later academic adjustment, as operationalized by problem behavior and academic achievement. We recruited 998 participants in three public middle schools and used three annual waves of data collection (Grades 6, 7, and 8). We found that students’ own academic achievement and problem bahvior are predictors of later adjustment. Friendship choices are identified as a mediation mechanism that contributes to consistent adjustment from the beginning to the end of middle school. Specifically, high-achieving students in Grade 6 tend to associate with high-achieving friends and are unlikely to associate with friends who exhibit problem behavior in Grade 7, which results in continued achievement in Grade 8. Associating with high-achieving friends in Grade 7 also mediated the link between adolescent problem behavior in Grade 6 and academic achievement by Grade 8. Friends’ characteristics in Grade 7 did not mediate the effect of any family factor measured in Grade 6. In general, our results suggest friendship selection is central to sustained success throughout the middle school years.

scholarly journals Insomnia Status of Middle School Students in Indonesia and Its Association with Playing Games before Sleep: Gender Difference

2021 ◽  
Vol 18 (2) ◽  
pp. 691
Author(s):  
Septian Arief Gandaputra ◽  
Imam Waluyo ◽  
Ferry Efendi ◽  
Jiun-Yi Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Severity Index ◽  
Online Games ◽  
Female Students ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Reported Data ◽  
Grade 8

The excessive use of online gaming before sleep in adolescents could be a risk factor of sleep disorders such as insomnia. This study aimed to assess the association between playing online games before sleep and insomnia based on gender perspective among middle school students in Indonesia. This was a retrospective study and the data came from a cross-sectional survey that included 315 of Grade 8 and 9 students from four middle schools in Jakarta, Indonesia. Self-reported data were collected via a structured questionnaire, which consisted of demographic variables, sleep duration per day, frequency of playing online games before sleep and the Insomnia Severity Index (ISI). Insomnia status was classified into “none or mild” and “moderate to severe” according to ISI score. The proportions of male and female students who often or always played online games before sleep were 50.3% and 21.7%, respectively. Grade 9 students were more likely to have moderate to severe insomnia than Grade 8 students for males (odds ratio—OR = 4.34, p = 0.005) but not for females (OR = 0.69, p = 0.363). However, female students who often or always played online games before sleep were more likely to have moderate to severe insomnia (OR = 4.60, p = 0.001); such an association was relatively smaller for male students (OR = 3.09, p = 0.061). Gender differences should be taken into account when developing health education or interventions.

Effect of the SPARK Program on Physical Activity, Cardiorespiratory Endurance, and Motivation in Middle-School Students

2016 ◽  
Vol 13 (5) ◽  
pp. 534-542 ◽  
Author(s):  
You Fu ◽  
Zan Gao ◽  
James C. Hannon ◽  
Ryan D. Burns ◽  
Timothy A. Brusseau
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Change Score ◽  
School Students ◽  
Cardiovascular Endurance ◽  
Traditional Program ◽  
Post Hoc ◽  
Cardiorespiratory Endurance ◽  
Grade 8

Background:This study aimed to examine the effect of a 9-week SPARK program on physical activity (PA), cardiorespiratory endurance (Progressive Aerobic Cardiovascular Endurance Run; PACER), and motivation in middle-school students.Methods:174 students attended baseline and posttests and change scores computed for each outcome. A MANOVA was employed to examine change score differences using follow-up ANOVA and Bonferroni post hoc tests.Results:MANOVA yielded a significant interaction for Grade × Gender × Group (Wilks’s Λ = 0.89, P < .001). ANOVA for PA revealed significant differences between SPARK grades 6 and 7 (Mean Δ = 8.11, P < .01) and Traditional grades 6 and 8 (Mean Δ = –6.96, P < .01). ANOVA also revealed greater PACER change for Traditional boys in grade 8 (P < .01) and SPARK girls in grade 8 (P < .01). There were significant interactions with perceived competence differences between SPARK grades 6 and 8 (Mean Δ = 0.38, P < .05), Enjoyment differences between SPARK grades 6 and 7 (Mean Δ = 0.67, P < .001), and SPARK grades 6 and 8 (Mean Δ = 0.81, P < .001).Conclusions:Following the intervention, SPARK displayed greater increases on PA and motivation measures in younger students compared with the Traditional program.

scholarly journals The Association Between Family Function and Adolescents' Depressive Symptoms in China: A Longitudinal Cross-Lagged Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Enna Wang ◽  
Junjie Zhang ◽  
Siya Peng ◽  
Biao Zeng
Keyword(s):  
Middle School ◽  
Depressive Symptoms ◽  
Depression Scale ◽  
Assessment Instrument ◽  
Chinese Family ◽  
School Students ◽  
Family Function ◽  
Adolescent Depressive Symptoms ◽  
The Family ◽  
Grade 8

The complex interrelationships between family function and adolescents' depressive symptoms are not yet fully clarified, especially in China. Based on the family systems theory, this study explored the relationships between family function and Chinese adolescents' depressive symptoms by a 3-year longitudinal study design. Three waves of data were collected from 1,301 Chinese middle school students in Grade 7 to Grade 9. All participants completed the Chinese Family Assessment Instrument (CFAI) and the Center for Epidemiologic Studies Depression Scale (CES-D) once a year during the junior middle school period. Our results showed that both family function and adolescent depressive symptoms were stable in Grade 7 and Grade 8, but in Grade 9, family function increased and depressive symptoms declined. Furthermore, we found that the family function in Grade 7 negatively influenced depressive symptoms of adolescents in Grade 8, while adolescent depressive symptoms in Grade 8 negatively impacted subsequent family function in Grade 9, namely there was a circular effect between family function and adolescent depressive symptoms. These findings suggest that the associations between family function and adolescents' depressive symptoms are dynamic and time-dependent. Our study contributes to the intervention aimed at the reduction of adolescent depressive symptoms from the family perspective.

A Look at the Development of Ratios, Rates, and Proportionality

2007 ◽  
Vol 13 (3) ◽  
pp. 140-142
Author(s):  
Cathy Seeley ◽  
Jane F. Schielack
Keyword(s):  
Middle School ◽  
Building Block ◽  
Secondary Mathematics ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Linear Functions ◽  
Focal Points ◽  
Rates Of Change ◽  
Future Success ◽  
Grade 8

One of the most significant features of Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence is that the document highlights the coherent development across the grades of important ideas and the connections among these ideas. In this month's Focal Points article, we will take a look at one of the most important ideas in middle school mathematics: proportionality. The ability to recognize, understand, and work with ratios, rates, and proportional relationships is crucial to future success in algebra. When students are able to describe situations involving constant rates of change and discuss how two quantities are related proportionally, they will be prepared to understand linear functions. This understanding is a critical building block to the study of topics found in secondary mathematics.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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