scholarly journals Characterizing the Academic Achievement of Middle School Students in Science Subject based on Latent Profile Analysis

2021 ◽  
Vol 24 (2) ◽  
pp. 177-198
Author(s):  
HeeKyoung Kim ◽  
Hyekyung Jung
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
School Students ◽  
Science Subject ◽  
Latent Profile

scholarly journals Examination of Latent Test Anxiety Profiles in a Sample of U.S. Adolescents

2021 ◽  
Vol 14 (2) ◽  
pp. 12
Author(s):  
Patricia A. Lowe
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Test Anxiety ◽  
Grade Level ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
School Students ◽  
Treatment And Prevention ◽  
Best Fitting ◽  
And Gender

The present study examined latent test anxiety profiles in a sample of 592 U.S. adolescents in grades 6-12 using latent profile analysis (LPA). The adolescents were administered a multidimensional measure of test anxiety in their schools. The results of LPA indicated that a three-profile test anxiety model provided the best fitting model. The three latent test anxiety subgroups were named low, medium, and high test anxiety. In addition, grade-level and gender were added as covariates to the model and LPA was performed again. Grade-level and gender were found to differentially predict membership in the latent test anxiety subgroups, with females more likely to be in the high latent test anxiety subgroup than in the medium and low latent test anxiety subgroups and middle school students were more likely to be in the high latent test anxiety subgroup than in the low latent test anxiety subgroup. Middle school students were also more likely to be in the medium latent test anxiety subgroup than in the low latent test anxiety subgroup. Implications for the development of measures, treatment, and prevention of test anxiety in the U.S. adolescent population are discussed.

scholarly journals Influence of Self-Esteem of Middle School Students for Mental Care on Academic Achievement: Based on the Mediation Effect of GRIT and Academic Enthusiasm

2021 ◽  
Vol 18 (13) ◽  
pp. 7025
Author(s):  
Jhong Yun (Joy) Kim ◽  
EunBee Kim ◽  
InSu Lee
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
First Graders ◽  
Self Esteem ◽  
Study Data ◽  
Mediation Effect ◽  
Mediation Model ◽  
School Students ◽  
Mental Care

The purpose of this study is to identify how self-esteem of middle school students for mental care influences their academic achievement and to verify the mediation effect of GRIT on academic enthusiasm. Data of 2590 first graders in middle school from the Kora Children and Youth Panel Survey 2019 was used to support this study. Data analysis was performed by using SPSS21.0, AMOS22.0, and PROCESS macro program. The results are as follows. Comparison of the model fits of each full mediation model and partial mediation model with χ2 showed that the full mediation model was more suitable for this study. In more detail, the influence of self-esteem on GRIT and the influence of GRIT on academic enthusiasm were significantly positive. Lastly, the study identified that there was a mediation effect between self-esteem and academic achievement through GRIT and academic enthusiasm. It indicates that self-esteem is the key to improve academic achievement and that specific programs should be supplemented in order to enhance self-esteem, GRIT, and academic enthusiasm.

Growth in Middle School Students’ Curiosity, Executive Functioning, and Academic Achievement: Results From a Theory-Informed SEL and MBI School Counseling Intervention

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Kira J. Carbonneau
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Executive Functioning ◽  
School Counseling ◽  
School Counselors ◽  
School Students ◽  
Delayed Treatment ◽  
Counseling Intervention ◽  
Randomized Design

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.

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