scholarly journals Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Dazhi Cheng ◽  
Kaihui Shi ◽  
Naiyi Wang ◽  
Xinyang Miao ◽  
Xinlin Zhou
Keyword(s):  
High School ◽  
Junior High School ◽  
Processing Speed ◽  
Junior High ◽  
Mathematical Achievement ◽  
Unique Contribution ◽  
School Students ◽  
Academic Achievements ◽  
9Th Grade

Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children’s mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.

SELF-DISCLOSURE AND FRIENDSHIP IN JUNIOR HIGH SCHOOL STUDENTS

2002 ◽  
Vol 30 (5) ◽  
pp. 515-525 ◽  
Author(s):  
Rumi Matsushima ◽  
Kunio Shiomi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Self Disclosure ◽  
Close Relationship ◽  
The Relationship

Close relationship during adolescence plays an important role in the young person's overall psychological development. As the most important factor about the development of a close relationship, many studies have emphasized the role of self-disclosure. In this study, the relationship between self-disclosure and friendship in adolescence was examined.Two scales about self-disclosure and friendship were administered to 454 junior high school students. The types of friendship in early adolescence were explored, and the relationship between types of friendship and self-disclosure was examined.

Experimental Programs: An experiment in programmed instruction in junior high school

1964 ◽  
Vol 57 (3) ◽  
pp. 160-162
Author(s):  
Paul H. Randolph
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Curriculum ◽  
School Students ◽  
High School Curriculum ◽  
Programmed Learning ◽  
Modern Mathematics

Only a brief glance through the last few years of THe Mathematics Teacher will reveal that there are at least two topics which have created considerable discussion; namely, the role of “modern mathematics” in the high school curriculum, and the applicability of programmed learning to mathematics. Thus, when the author had a chance to work with a group of junior high school students, this seemed like an ideal opportunity to test the value of these ideas.

Junior high school students’ use of their afterschool hours in Ghana: The role of household assets

2017 ◽  
Vol 38 (3) ◽  
pp. 231-251 ◽  
Author(s):  
Mustapha Alhassan ◽  
David Ansong ◽  
Abena Oforiwaa Ampomah ◽  
Travis J. Albritton
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Household Assets

scholarly journals Non-exposure parenting increases risk of bullying behavior in junior high school students

2016 ◽  
Vol 35 (1) ◽  
pp. 56 ◽  
Author(s):  
Surilena Hasan ◽  
Jessica Jessica
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Odds Ratio ◽  
Junior High ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
Bullying Behavior

<p><strong>Background </strong><strong></strong></p><p>Bullying behavior is one of many behavioral and disciplinary problems among school students, which has a wide impact on youth, families, schools, and communities. Parenting and the role of parents as good educators (exposure) can prevent mental, emotional and behavioral disorders caused by bullying. The aim of this study was to determine the role of self-esteem and family factors on bullying behavior in junior high schools students.</p><p><strong>Methods</strong></p><p>A cross-sectional study was conducted including 1324 junior high school students of Penjaringan village, North Jakarta. Respondents filled out questionnaires on demographics (age, gender, economic status, educational level), Rosenberg self-esteem questionnaire, strength and difficulties questionnaire, Olweus bullying questionnaire, Hamilton scale for depression, parenting style, and family adaptability and cohesion scales III. Simple and multivariate logistic regression tests were used to analyze the data.</p><p><strong>Results</strong></p><p>Respondents consisted of 53.5% females and 46.5% males, with an age range of 13-16 years. A total of 45% was involved in bullying (victims, perpetrators, and victims and perpetrators). Gender, self-esteem, family relationships, and parenting were significantly associated with bullying role (p&lt;0.05). Multiple logistic regression analysis showed that self-esteem (odds ratio=23.89; 95% CI:7.899-12.990) and non-exposure parenting (odds ratio=39.11;95% CI: 2.455-8.210) were significantly associated with bullying behavior. <em></em></p><p><strong>Conclusion</strong><strong>s</strong></p>Non-exposure parenting was the most relevant risk factor of bullying behavior. Low self-esteem increases the risk of bullying behavior.<strong><em> </em></strong>These findings suggest the need of timely bullying prevention and intervention programs that should have a special focus on families of primary high school students.

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