scholarly journals The connection of committing and experiencing cyber-bullying peer violence with depression, anxiety and stress in high school students

2021 ◽  
Author(s):  
Marija Draganic
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Cyber Bullying ◽  
Online Identity ◽  
School Students ◽  
Peer Violence ◽  
Significant Difference ◽  
Identity Concealment ◽  
Explained Variance

<p></p><p>This research has aimed to determine whether cyber-bullying peer violence is associated with depression, anxiety and stress in high school students. The research results are based on the data obtained from a sample of 202 Montenegrin high school students. It has been established that committing and experiencing e-violence is associated with depression. Committing and experiencing verbal online violence, as well as involvement in online counterfeiting/criminal acts, is associated with depression, while involvement in online identity concealment and lies has no connection with depression. When it comes to anxiety, the results of this research show that involvement in verbal e-violence and in online counterfeiting/criminal acts leads to anxiety, while committing and experiencing online identity concealmentis not related to anxiety. When it comes to committing and experiencing verbal online violence and stress, although there is a statistically significant difference, it is not applicable for all values. Consequently, we cannot draw a strong enough conclusion about it. Victims of online counterfeiting and criminal acts, according to the results of our research, have a higher level of stress than those not involved in this type of cyber-bullying peer violence.</p><p><i>Cyber victim and bullying scale </i>has been used to collect data on committing and experiencing e-violence among peers (Cetin, Yaman and Peker, 2011).Permission to use this scale was requested and obtained. The scale examines experiencing and committing online violence. It consists of two parts, each part containing 22 particles. In the first part (<i>Experiencing cyber-bullying </i>subscale), participants have assessed whether the described behavior happened to them,on a scale from 1 (never) to 5 (always). In the second part (<i>Committing cyber-bullying </i>subscale), and with identical particles, respondents have assessed whether they themselves behaved in this way. </p><p></p><p> </p><p><i>In our research, we have performed a factor analysis of the </i><i>Cyber victim and bulling scale .</i></p> <p>When it comes to the <i>Committing cyber-bullying </i>subscale, the percentage of explained variance amounts to 55.141%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.</p> <p>When it comes to the <i>Experiencing cyber-bullying</i> subscale, the percentage of explained variance amounts to 65,211%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.<i> W</i>e have used a scale for assessing the depression, anxiety and stress levels (DASS21) to determine whether experiencing e-violence leads to depression, anxiety and stress,and to what extent. We have chosen this scale because the results of a research checking its psychometric qualities have indicated that the DASS-21 scale’s psychometric qualities recommend it for use in researching unpleasant emotional states in adolescents. DASS-21 is a 21-item self-report measure giving three subclasses of seven items each: depression , anxiety and stress. Participants have been asked to indicate which statement applied to them over the past week on the Likert 4-point scale. DASS-21 has high reliability, consistent factor structure and high convergent valiadity. We did not have to ask permission for this scale and it can be used freely.</p><p></p>

scholarly journals The connection of committing and experiencing cyber-bullying peer violence with depression, anxiety and stress in high school students

2021 ◽  
Author(s):  
Marija Draganic
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Cyber Bullying ◽  
Online Identity ◽  
School Students ◽  
Peer Violence ◽  
Significant Difference ◽  
Identity Concealment ◽  
Explained Variance

<p></p><p>This research has aimed to determine whether cyber-bullying peer violence is associated with depression, anxiety and stress in high school students. The research results are based on the data obtained from a sample of 202 Montenegrin high school students. It has been established that committing and experiencing e-violence is associated with depression. Committing and experiencing verbal online violence, as well as involvement in online counterfeiting/criminal acts, is associated with depression, while involvement in online identity concealment and lies has no connection with depression. When it comes to anxiety, the results of this research show that involvement in verbal e-violence and in online counterfeiting/criminal acts leads to anxiety, while committing and experiencing online identity concealmentis not related to anxiety. When it comes to committing and experiencing verbal online violence and stress, although there is a statistically significant difference, it is not applicable for all values. Consequently, we cannot draw a strong enough conclusion about it. Victims of online counterfeiting and criminal acts, according to the results of our research, have a higher level of stress than those not involved in this type of cyber-bullying peer violence.</p><p><i>Cyber victim and bullying scale </i>has been used to collect data on committing and experiencing e-violence among peers (Cetin, Yaman and Peker, 2011).Permission to use this scale was requested and obtained. The scale examines experiencing and committing online violence. It consists of two parts, each part containing 22 particles. In the first part (<i>Experiencing cyber-bullying </i>subscale), participants have assessed whether the described behavior happened to them,on a scale from 1 (never) to 5 (always). In the second part (<i>Committing cyber-bullying </i>subscale), and with identical particles, respondents have assessed whether they themselves behaved in this way. </p><p></p><p> </p><p><i>In our research, we have performed a factor analysis of the </i><i>Cyber victim and bulling scale .</i></p> <p>When it comes to the <i>Committing cyber-bullying </i>subscale, the percentage of explained variance amounts to 55.141%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.</p> <p>When it comes to the <i>Experiencing cyber-bullying</i> subscale, the percentage of explained variance amounts to 65,211%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.<i> W</i>e have used a scale for assessing the depression, anxiety and stress levels (DASS21) to determine whether experiencing e-violence leads to depression, anxiety and stress,and to what extent. We have chosen this scale because the results of a research checking its psychometric qualities have indicated that the DASS-21 scale’s psychometric qualities recommend it for use in researching unpleasant emotional states in adolescents. DASS-21 is a 21-item self-report measure giving three subclasses of seven items each: depression , anxiety and stress. Participants have been asked to indicate which statement applied to them over the past week on the Likert 4-point scale. DASS-21 has high reliability, consistent factor structure and high convergent valiadity. We did not have to ask permission for this scale and it can be used freely.</p><p></p>

scholarly journals Literary Curiosity Scale for Secondary Education Students: A Scale Development Study

2021 ◽  
Vol 8 (3) ◽  
pp. 209-221
Author(s):  
Nil Didem ŞİMŞEK ◽  
Fatih SONTAY
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Scale Development ◽  
Attitude Scale ◽  
Reading Level ◽  
School Students ◽  
Development Study ◽  
Reading Culture ◽  
Explained Variance

This study is an attitude scale development study that reveals high school students (9th, 10th, 11th grades) literary curiosity. It is thought that students with high literary curiosity have a reading culture. Reading culture is a reading level reached by transforming reading into a habit and critical reading skill. The scale created for this purpose is a 5-point Likert-type scale consisting of 30 items. The scales pilot study was conducted on 522 high school students in the fall semester of the 2018-2019 academic year. Exploratory factor analysis was performed to assess the construct validity of the scale. A relationship was found between the variables in the factor analysis of the items (KMO=0.955>0.60). This size was sufficient for factor analysis. As a result of the factor analysis, the variables were gathered under four factors with a total explained variance of 52.664%. The Cronbach’s Alpha (α) internal consistency coefficient for the scale items was found to be 0.945. According to the scale and test-retest findings, the scale scores differed in the bottom 27% and top 27% groups. Therefore, the literary curiosity scale was found out to be a valid and reliable instrument considering the alpha for reliability, the explained variance value, and the factor loads.

scholarly journals Examining Cyber Bullying and Cyber Victimization in High School Students

2017 ◽  
Vol 6 (2) ◽  
pp. 334
Author(s):  
Demet Pekşen Süslü
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Phone ◽  
Private School ◽  
Cyber Bullying ◽  
The Internet ◽  
Cyber Victimization ◽  
School Students ◽  
Significant Difference ◽  
Parents Education

The aim of this research is to examine some variables related to cyber bullying and cyber victimization in high school students. It was investigated whether there is a difference for cyber bullying and cyber victimization behaviours, in terms of gender, age, type of school, parents’ education, having of computer/mobile phone/tablet, the frequency of using the internet and place where they are connecting to the internet. The study is conducted using a correlational method. Research group consisted of 1085 students. The age of the students in this study is between 14-17. For the analysis of research data, Mann-Whitney U test, Kruskal-Wallis test and Post-Hoc Mann-Whitney U test were applied. According to the findings of study, there is no significant difference for the cyber bullying grades in terms of parents’ education, the types of school and place where students are connecting to the internet. There is no significant difference for the cyber victimization grades in terms of gender, age and mothers’ education. Cyber bullying grades of 16 years old students are higher than the other age groups. State school students’ cyber victimization grades are higher than private school students’. Additionally, for the period they use the internet, it was seen that cyber bullying and cyber victimization grades are higher for the students using the internet more than 3 hours. In terms of cyber victimization grades it was obtained that the grades of students connecting to the internet from a mobile phone are higher than the students connecting to the internet at home.

Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

2021 ◽  
pp. 073563312110399
Author(s):  
Ting-Ting Wu ◽  
Jian-Ming Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Situated Learning ◽  
Learning Strategy ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Study Results ◽  
Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings

2006 ◽  
Vol 25 (2) ◽  
pp. 226-239 ◽  
Author(s):  
Jianmin Guan ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Social Relationship ◽  
Social Goal ◽  
School Students ◽  
School Settings ◽  
The Social

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

Creativity and Intelligence: Research Implications for Equal Emphasis in High School

1970 ◽  
Vol 36 (8) ◽  
pp. 565-569 ◽  
Author(s):  
Vernon J. Damm
Keyword(s):  
High School ◽  
High School Students ◽  
Well Being ◽  
Educational Systems ◽  
School Students ◽  
Psychological Well Being ◽  
Significant Difference ◽  
Self Actualization ◽  
Creative Abilities

The possible relationships among creativity, intelligence, and self actualization were examined in 208 high school students to determine whether or not consistent self actualization scores existed for subjects high in the first two variables. Students high in both creativity and intelligence had significantly higher scores in self actualization than those obtained by students high in either creativity or intelligence. No significant difference in self actualization was found between students high in creativity only and those high in intelligence only. The results were interpreted as indicating that educational systems should stress both intellectual and creative abilities to achieve the highest level of psychological well being in students.

scholarly journals The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

2019 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
School Students ◽  
Design Data ◽  
Writing Performance ◽  
English As Foreign Language ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P &lt; 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

scholarly journals Investigation of Cardiovascular Endurance Levels of Sedentary High School Students

2018 ◽  
Vol 6 (5) ◽  
pp. 144
Author(s):  
Betül Akyol ◽  
Kayhan Söğüt
Keyword(s):  
High School ◽  
Heart Rate ◽  
High School Students ◽  
Oxygen Saturation ◽  
Recovery Period ◽  
Step Test ◽  
School Students ◽  
Walking Test ◽  
Cardiovascular Endurance ◽  
Significant Difference

The aim of our study is to examine the cardiovascular endurance systems of sedentary high school students. The 112 sedentary individual was taken to the 1600 meter walking test run, and the 120 sedentary individual Harward step test. While both individuals were participating in the same test, weight, height, oxygen saturation, and heart rate of participants were measured before starting the test. As soon as the test is finished (recovery period), oxygen saturation and heart rate variability of individuals are measured at 1, 3, 5 minutes. All measured variables were analyzed and compared. Analysis of the data was done according to the SPSS statistical program and the significance level was accepted as p <0.05. In the 1600-meter walking test, it was observed that there was a significant difference in mean heart rate between males and females p<0.05. There was a significant difference between the mean values of the time of completion of the 1600 m running test by males and females (p < 0.05). During the 1600-meter walking and Harward step test recovery period, there was no difference in the participants' parameters. There was no significant difference between oxygen saturations at beginning, recovery 1st, 3rd, and 5th minutes in both tests. Significant differences were found between heart rate and oxygen saturation values (beginning, recovery 1st, 3rd, and 5th minutes) in the intra-group comparisons of both groups. Participants' heart rates began to increase with exercise, but remained above the initial heart rate level during recovery. Participants' body mass indexes were observed to be within normal values. We think that can be increased cardio respiratory and cardiovascular fitness levels and can been created lifelong exercise habits by regular exercise programs are given to Sedentary high school students. Thus, we believe that the young population can be prevented from getting sick by providing healthier, social, active individuals.

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