A Comparison of Self-identity and Emotional and Behavioral Characteristics between Chinese Middle School Students at Risk for Stress Disorder and Non-stressed Students in Anhui Province

2019 ◽  
Vol 35 (3) ◽  
pp. 209-224
Author(s):  
Chung Ryeo Ha ◽  
Myong Ye Bang ◽  
Ok Ju Kim
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Stress Disorder ◽  
Anhui Province ◽  
Behavioral Characteristics ◽  
School Students ◽  
Students At Risk ◽  
Self Identity

scholarly journals Differences in Student Brain Activation from Digital Learning Based on Risk of Digital Media Addiction

2021 ◽  
Vol 18 (21) ◽  
pp. 11061
Author(s):  
GyeongAe Seomun ◽  
Wonjung Noh
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Digital Media ◽  
Brain Activity ◽  
Control Group ◽  
Digital Learning ◽  
School Students ◽  
Students At Risk ◽  
Control Group Design

Although digital media usage is prevalent among middle school students, the safety of digital media-based learning activities for students at risk of digital media addiction is unknown. The goal of this study was to evaluate the differences in students’ brain activity in relation to their risk of digital media addiction. The study was quasi-experimental, with a pre- to post-test control group design. The study participants included 83 middle school students who were engaged in digital learning. We measured their brainwaves to evaluate brain activity using a PolyG-I (LAXTHA Inc.). We found no statistically significant differences in the location of the attention index between the two groups before and after digital learning. However, there were statistically significant differences between the two groups in the P3, P4, and F4 locations of the relaxation index. These results indicate that students at risk of digital media addiction may experience learning difficulties. These results can be used to guide healthcare professionals in developing digital learning programs that are safe for students and to also verify the effects of these programs.

Evaluating the Signs of Suicide Program: Middle School Students at Risk and Staff Acceptability

2021 ◽  
pp. 1-16
Author(s):  
Kelly N. Clark ◽  
Daniel Strissel ◽  
Christine K. Malecki ◽  
Julia Ogg ◽  
Michelle K. Demaray ◽  
...  
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
School Students ◽  
Students At Risk

Subskill mastery among elementary and middle school students at risk in mathematics

2018 ◽  
Vol 55 (6) ◽  
pp. 722-736 ◽  
Author(s):  
Peter M. Nelson ◽  
David C. Parker ◽  
Ethan R. Van Norman
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
School Students ◽  
Students At Risk ◽  
Elementary And Middle School

scholarly journals Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

2020 ◽  
Vol 13 (40) ◽  
pp. 4224-4233
Author(s):  
Naseem Hyder Rajput
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Cell Phone ◽  
Drop Out ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Phone Calls ◽  
The Impact

Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

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