Parental socialization styles as a predictor of suicidal ideation in high school students

2017 ◽  
Vol 5 (8) ◽  
pp. 64-74
Author(s):  
Ana Laura Jiménez Martínez ◽  
Sidney Torres González ◽  
Esteban Jahaziel Muñoz Gómez ◽  
Miriam de la Caridad Acosta ◽  
Jaime Rodríguez Gómez ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Suicidal Ideation ◽  
Linear Regression ◽  
Prospective Study ◽  
Parental Socialization ◽  
Parental Style ◽  
School Students ◽  
Preparatory School ◽  
Significant Difference

Objective: To know if there is a significant difference between the types of maternal vs. paternal parental socialization and if they are predictors of suicidal ideation in students of  Ignacio Carrillo Franco (ICF) Preparatory School, May 2017.  Material and methods: Observational, transversal, prospective study. The studiend population was the high school students ICF. The parental socialization styles of both parents were measured using the ESPA-29 scale and the suicidal ideation (Roberts scale) of the students. Descriptive and inferential statistics were performed using ANOVA and multiple linear regression with the IBM SPSS Statistics 20 program.  Results: There were 144 students, aged 15-17 (m16.31 ± SD 0.68). The maternal parental socialization style (Negligent vs Authoritarian Games-Howell m: 1.84, SD 0.57, Sig .011) shows significant difference vs paternal and maternal axes Acceptance/Implication (t: -2.85, Sig .005), Coercion/ Imposition (t 3.35, Sig .001), maternal dysplication (t 5.913, Sig .000) and paternal (t 3.343, Sig 0.001) are predictors of suicidal ideation.  Discussion: The mother plays the most important role in the suicidal ideation of adolescents; since according to their parental style they are the most predicted.  Key words: Styles of parental socialization, suicidal ideation, adolescents.

Health-Related Factors and Suicidal Ideation in High School Students in Rural China

2015 ◽  
Vol 73 (3) ◽  
pp. 263-274 ◽  
Author(s):  
Cun-Xian Jia ◽  
Shi-Bao Li ◽  
Mei Han ◽  
Qi-Gui Bo
Keyword(s):  
High School ◽  
High School Students ◽  
Suicidal Ideation ◽  
Family Environment ◽  
Rural China ◽  
Reporting Rate ◽  
School Students ◽  
Related Factors ◽  
Significant Difference ◽  
Health Related

The study aimed to understand the reporting rate of suicidal ideation and its health-related factors in 1,378 high school students in rural China. These students were recruited from two high schools in Lijin County, Shandong Province, China by using a stratified random cluster sampling method. Overall, 13.5% of the sample reported having suicidal ideation in the past year, and there was no significant difference between boys and girls in reporting rate of suicidal ideation. Nightmares, physical activity, and sleep duration as well as family environment, paternal education, and mental heath status were significantly associated with suicidal ideation. More efforts for these factors should be considered in suicide prevention for high school students in rural China.

scholarly journals The association between health literacy and psychosomatic symptoms of adolescents in China: a cross-sectional study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Shi-chen Zhang ◽  
Dan-lin Li ◽  
Rong Yang ◽  
Yu-hui Wan ◽  
Fang-biao Tao ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Health Literacy ◽  
Linear Regression ◽  
Multiple Linear Regression ◽  
Psychological Symptoms ◽  
Physical Symptoms ◽  
School Students ◽  
Psychosomatic Symptoms ◽  
Significant Difference

Abstract Background Lower health literacy (HL) has been known to be involved in a range of common mental and physical disorders among adolescent students. Ample studies indicated low HL is associated with a series of chronic diseases even psychological diseases, nevertheless, little is known about this relationship among adolescents. In this context, the study aimed to examine associations between psychosomatic symptoms (physical and psychological symptoms) and HL in junior and senior high school students in China, and to provide guidance for improving the physical and mental health in Chinese adolescents. Methods A total of 22,628 junior and high school students in China were enrolled in this study. HL and psychosomatic symptoms were measured by self-report validated questionnaires. Multiple linear regression analyses were conducted to examine the associations between six sub-scales of HL and physical / psychological symptoms. Results Multiple linear regression analysis demonstrated that the sub-scales of HL showed a significantly negative association with physical symptoms and psychological symptoms (P <  0.05 for each). Physical symptoms was most strongly associated with IR (β = − 0.134), followed by SM (β = − 0.093), DB (β = − 0.059), SA (β = − 0.058) and PA (β = − 0.054). No statistically significant difference was found between HA and physical symptoms (P > 0.05). Meanwhile, psychological symptoms were most strongly associated with IR (β = − 0.160), followed by SA (β = − 0.129), SM (β = − 0.069), DB (β = − 0.031), HA (β = − 0.026) and PA (β = − 0.021). Conclusion These results indicated the importance of identifying the association of HL with physical and psychological symptoms, and provided the evidence that lower HL may serve as a critical and independent risk factor for poor health outcomes. Meanwhile, to maintain students’ desirable healthy status public health efforts for enhancing their HL level are urgently needed in adolescents.

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.

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.

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 LONELINESS OF HIGH SCHOOL AND COLLEGE STUDENTS: THE RELATION OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND SELF-ESTEEM WITH LONELINESS

2020 ◽  
Vol 10 (1) ◽  
pp. 31-40
Author(s):  
Nataša Kostić ◽  
◽  
Šuajb Solaković ◽  
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Research Problem ◽  
Self Esteem ◽  
Demographic Characteristics ◽  
Significant Relation ◽  
School Students ◽  
Level Of Education ◽  
Significant Difference

The research problem relates to the examination of the relationof socio-demographic characteristics (gender, level of education and the place where most of childhood was spent) and the self-esteem of the respondents with loneliness.In investigating this problem, the focus was primarily on the perception of the distribution of loneliness, and the examination of the relation of independent variables (socio-demographic characteristics and self-esteem) with the dependent variable (loneliness).The sample of respondents consists of 677 high school students (49.34%) and college students (50.66%) of Bosnia and Herzegovina. The range of years of subjects ranges from 15 to 23 (AS = 18.696).The results of the study show that there is a statistically significant difference in loneliness with regard to gender (U = 38672.000, Z = -6.122, p = .000), to the level of education (U = 42292.500, Z = -5.905, p = .000) and the place in which the respondents spent most of their childhood (χ2 = 9.383, df = 2, sig = .009). The results show that there is a statistically significant relation between self-esteem and loneliness (ro = -.401, sig = .000, N = 676).

scholarly journals JIGSAW II: An Effective Strategy to Develop Reading Comprehension Among School Children

2020 ◽  
Vol 9 (S1-Dec2020) ◽  
pp. 30-33
Author(s):  
Sindhu Thamban
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching Method ◽  
Group Discussion ◽  
School Students ◽  
Team Members ◽  
Learning Techniques ◽  
Wide Range ◽  
Significant Difference

The Jigsaw II, one form of Cooperative learning techniques is an efficient strategy to use in a language classroom. The basic activities include 1) Reading with team members 2) Expert group discussion 3) Team members report 4) Test 5) Team recognition. The jigsaw II strategy is easyto implement and works well with a wide range of students.Previous researches related to Jigsaw II shows that it is more powerful and effective and appropriate in situations where learning is from text based materials. Reviews related to the strategy shows that no researches have been carried out to develop the reading comprehension of the high school students, particularly in the Indian context. Hence through this paper an attempt has been made by the researcher to check the effectiveness of Jigsaw II in developing the reading comprehension of High school students.The study statistically revealed that there is significant difference in the reading comprehension achievement of the students who were taught by using the traditional method and to those taught by using the Jigsaw II strategy. In accordance with the qualitative and quantitative findings attained it was found that Jigsaw II was found to be more effective than the traditional teaching method in developing the reading comprehension of high school students.

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