scholarly journals Parent-Adolescent Communication and Early Adolescent Depressive Symptoms: The Roles of Gender and Adolescents’ Age

2021 ◽  
Vol 12 ◽  
Author(s):  
Qiongwen Zhang ◽  
Yangu Pan ◽  
Lei Zhang ◽  
Hang Lu

Positive parent-adolescent communication has been found to be negatively related to adolescent depressive symptoms; however, few studies have investigated the moderating effects of adolescent gender and age on this relationship, especially during early adolescence in China. The present study investigated the joint moderating effects of adolescent gender and age on the linkage of father-adolescent and mother-adolescent communication with adolescents’ depressive symptoms. A total of 11,455 Chinese junior high school students (Mage = 14.15 years, SD = 1.22 years; 49.86% boys; Ngrade7 = 5712, Ngrade9 = 5743) completed ad hoc questionnaires of parent-adolescent communication and depressive symptoms. Multiple linear regression analyses were conducted. Results indicated that gender and age jointly moderated the association between parental communication and adolescent depressive symptoms. Specifically, for girls, the negative effects of both father-adolescent and mother-adolescent communication on depressive symptoms were stronger in 9th grade students than in 7th grade students, while for boys, the negative effects were not different between 7th grade students and 9th grade students. These findings suggest that in China, the protective effects of positive parent-adolescent communication on adolescents’ depressive symptoms may be most salient among senior-grade girls in junior high school.

1992 ◽  
Vol 71 (3) ◽  
pp. 809-810 ◽  
Author(s):  
Frances M. Haemmerlie ◽  
Carla J. Merz ◽  
Scott B. Nelson

This study assessed knowledge possessed by male and female junior high school and college students ( N = 422) about the teratogenic effects of alcohol. Although most students were aware that alcohol is a teratogenic substance, they demonstrated little knowledge of the nature and timing of possible specific negative effects.


Author(s):  
Jaitip Nasongkhla ◽  
Supadaec Chanjaradwichai ◽  
Thanyaporn Chiasiriphan

This study demonstrates a supplementary classroom technology using an Augmented Reality (AR) application to enhance students in learning Genetics at Junior High School in Thailand. The tool provides visual cards of concepts about Genetics with multiple AR markers (cards). An interactive experience provides students a multiple-choice format to respond to different cases (questions). Using a purposive sampling technique, sixty students from the 9th grade compared and selected AR markers to generate an animated two-dimensional graphic with sound feedback. In addition, the students’ learning scores were compared among the groups of different analytical thinking abilities who used single and multiple AR markers. The results found the potential of using Augmented Reality (AR) in supporting students’ learning especially in improving analytical thinking ability.


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