scholarly journals Gender, Anxiety, and Legitimation of Violence in Adolescents Facing Simulated Physical Aggression at School

2021 ◽  
Vol 11 (4) ◽  
pp. 458
Author(s):  
Marina B. Martínez-González ◽  
Yamile Turizo-Palencia ◽  
Claudia Arenas-Rivera ◽  
Mónica Acuña-Rodríguez ◽  
Yeferson Gómez-López ◽  
...  
Keyword(s):  
Middle School Students ◽  
Gender Stereotypes ◽  
Educational Interventions ◽  
Peer Aggression ◽  
School Students ◽  
Supportive Behaviors ◽  
Violent Behaviors ◽  
Anxiety Levels ◽  
Female Teenagers ◽  
Categorical Scale

We analyzed gender and anxiety differences in middle school students facing a physical peer aggression situation. The participants were 1147 adolescents aged between 12 and 18 years (male: n = 479; female: n = 668) who watched a 12 s animation representing the situation and filled out a questionnaire to analyze the legitimation of violent behaviors and anxiety levels. We registered their decisions to solve the situation using a categorical scale that included assertive, avoidant, aggressive, submissive, and supportive behaviors. Gender was not associated with the adolescent’s behaviors in facing a simulated peer aggression situation. However, male teenagers tended to perceive adults as sanctioners and neutrals; those who used the diffusion of responsibility and dehumanization to justify their behavior also showed a higher state of anxiety. Female teenagers who expected legitimation from their peers, presented higher anxiety as well. Educational interventions may use these results, helping adolescents to understand that their acts have substantial implications in the lives of others. It is essential to develop group interventions that modify how adolescents manage their conflicts and change gender stereotypes that significantly impact health. We highlight the need for linking families in educational programs facing the challenges of transforming the legitimization of violence in parental practices.

Life Satisfaction and Violent Behaviors among Middle School Students

2006 ◽  
Vol 15 (6) ◽  
pp. 695-707 ◽  
Author(s):  
Robert F. Valois ◽  
Raheem J. Paxton ◽  
Keith J. Zullig ◽  
E. Scott Huebner
Keyword(s):  
Middle School ◽  
Life Satisfaction ◽  
Middle School Students ◽  
School Students ◽  
Violent Behaviors

Effects of High-Stakes Testing on the Stress and Anxiety Levels of Middle School Students in Saudi Arabia

2021 ◽  
Vol 28 (1) ◽  
pp. 125-142
Author(s):  
Brenda Kay Mathis ◽  
Philline Deraney ◽  
Adele Mda ◽  
Kelly Alnashmi ◽  
Laila Alogaily ◽  
...  
Keyword(s):  
Middle School ◽  
Saudi Arabia ◽  
Middle School Students ◽  
High Stakes Testing ◽  
School Students ◽  
High Stakes ◽  
Anxiety Levels

scholarly journals Educating to Say ‘no’ to Reject High-Risk Suggestions Through Roleplaying Model Among Middle School Students

2020 ◽  
Vol 13 (1) ◽  
pp. 7-13
Author(s):  
Fatemeh Shabani ◽  
Mohtasham Ghafari ◽  
Zahra Boroumandfar
Keyword(s):  
High Risk ◽  
Middle School Students ◽  
Statistical Tests ◽  
Role Play ◽  
Educational Interventions ◽  
Female Students ◽  
School Students ◽  
Randomized Sampling ◽  
Significant Difference ◽  
The Mean

Background: As the adolescents lack necessary social and communicational skills, the present study aimed to educate to say ‘no’ to reject high-risk suggestions through the use of role play model. Methods: In a field trial, 145 female students using randomized sampling were selected in Arak. The checklist made for saying ‘no’ was completed before, immediately and two months after the intervention for students. The study was conducted based on the skill of saying ‘no’ through role-play training method. Data were analyzed by descriptive and inferential statistical tests through SPSS. Results: The mean scores of skills of saying ‘no’ to reject high risk suggestions showed a significant difference among the subjects before, immediately and two months after intervention (respectively p=0.000, p=0.009) Conclusion: The results indicate that the educational interventions of preventive behaviors are necessary for students to improve their skill of saying ‘no’.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students

Longitudinal Effects of School Climate on Middle School Students' Development

2014 ◽  
Author(s):  
Jennifer L. Engelland ◽  
Renee M. Tobin ◽  
Adena B. Meyers ◽  
Brenda J. Huber ◽  
W. Joel Schneider ◽  
...  
Keyword(s):  
Middle School ◽  
School Climate ◽  
Middle School Students ◽  
School Students ◽  
Longitudinal Effects
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