scholarly journals Internet Addiction and Interpersonal Communication Skills Among High School Students in Tabriz, Iran

2017 ◽  
Vol 11 (2) ◽  
Author(s):  
Hossein Ansari ◽  
Asghar Mohammadpoorasl ◽  
Nasrin Shahedifar ◽  
Mohammad Hassan Sahebihagh ◽  
Ali Fakhari ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Internet Addiction ◽  
School Students

scholarly journals Talk and Write your mathematical Thinking

2018 ◽  
Vol 1 (3) ◽  
pp. 279
Author(s):  
Gilang Kian Ishaya ◽  
Rosalina Rolina ◽  
Desy Tri Damayanti
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Mathematical Communication ◽  
Scientific Approach ◽  
The City

This research is motivated by the low mathematical communication skills of junior high school students in the city of Bandung Regency. This study aims to determine the comparison of the mathematical communication skills of junior high school students in the city of Bandung regency between the learning usingmodels Think Talk Write. The method used in this study is a quasi-experimental method with a pretest-posttest control group design involving two groups and randomly selected classes, at the beginning and end of the study the two classes were given a test. The population in this study were junior high school students in the city of Bandung Regency, while the sample consisted of two randomly selected classes. Obtained class VII A (experimental class) given themodel Think Talk Write and class VII B (control class) is given a scientific approach. The instrument used was a 5-item mathematical communication ability description test, then theability scores mathematical communication students'were analyzed with descriptive and inferential statistics using the help of SPSS 21 software. Based on the results of the study, it was concluded that there were differences in the achievement of students' mathematical communication skills using models Think Talk Write with students who used a scientific approach. 

scholarly journals Introduction, Connection, Application, Reflection, and Extension (ICARE) Learning Model: The Impact on Students’ Collaboration and Communication Skills

2020 ◽  
Vol 9 (1) ◽  
pp. 109-119
Author(s):  
Parsaoran Siahaan ◽  
Ermawati Dewi ◽  
Endi Suhendi
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Oral Communication ◽  
Learning Model ◽  
Average Score ◽  
School Students ◽  
Physics Learning ◽  
Collaboration Skills ◽  
The Impact

The 21st-Century skills are skills that must be possessed by students to compete in the era of globalization. The provisioning of these skills to students can go through the physics learning process at school. Introduction, Connection, Application, Reflection, and Extension (ICARE) learning model is one of the learning models that can be applied in Physics learning in high school to train students' skills in critical thinking, creative thinking, communication, and collaboration. The purpose of this study was to determine the improvement of communication and collaboration skills of students after applying the ICARE learning model. The research method used was quasi-experimental with a single-group interrupted time series design. The sample were high school students in one of the Karawang districts, consisting of 12 male students and 15 female students. During the learning activities, students will be given a worksheet with several different questions each meeting tailored to the material being studied, and the answer will be used as a source for analyzing their written communication skills. These questions lead students to be able to communicate the results of their experiments following scientific principles. Experimental activities conducted by students will be analyzed to measure their collaborative skills, and students' presentations will be used to measure their oral communication skills. The improvement of those three aspects was analyzed at each meeting. The results showed that the implementation of learning using the ICARE approach was able to improve the ability of students to collaborate with an average score of 7.87 at the first meeting to 15.93 at the second meeting. While the communication, especially report-writing skills of students, increased from the average of1.53 at the first meeting to 3.6 at the second meeting. The aspect of making presentation material increased from 1.67 to 3.17, and the aspect of oral presentation increased from 1.53 to 3.53 at the second meeting. Based on the results obtained, it can be concluded that students' communication and collaboration skills improve after the ICARE learning model implemented

scholarly journals 0935 Association Between Chronotype, Sleep Duration, Weekend Catch-Up Sleep, and Depression Among Korean High School Students

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A355-A356
Author(s):  
K Yang ◽  
K Jee Hyun ◽  
Y Hwangbo ◽  
D Koo ◽  
D Kim ◽  
...  
Keyword(s):  
High School ◽  
Logistic Regression ◽  
High School Students ◽  
Sleep Apnea ◽  
Sleep Duration ◽  
Internet Addiction ◽  
School Students ◽  
Increased Risk ◽  
Sleep Environment ◽  
Catch Up

Abstract Introduction The present study aimed to examine the association between chronotype, sleep duration, weekend catch-up sleep (CUS) duration, and depression among Korean high school students. Methods A total of 8,565 high school students who were analyzed from 15 nationwide districts in South Korea completed an online self-report questionnaire. Depressive mood was assessed using the Korean version of the Beck Depression Inventory. The following sleep characteristics were assessed: weekday and weekend sleep durations, weekend CUS duration, chronotype, perceived sufficiency of sleep, self-reported snoring and sleep apnea, daytime sleepiness, and sleep environment. Age, sex, body mass index, number of private classes, and proneness to internet addiction were also measured. Logistic regression analysis was conducted to compute odds ratios for the association between depression and sleep characteristics, after controlling for relevant covariates. Results The prevalence of depression (BDI ≥ 16) was 1,794 (20.9%). In the analyses of multivariate logistic regression, the late chronotype (odds ratio [OR], 1.71; 95% CI, 1.47-1.99), female (OR, 2.24; 95% CI, 1.99-2.53), underweight (OR, 1.27; 95% CI, 1.02-1.57) and obesity (OR, 1.41; 95% CI, 1.13-1.75), weekday sleep duration (OR, 0.86; 95% CI, 0.81-0.91), weekend CUS duration ≥ 2 hours (OR, 0.68; 95% CI, 0.55-0.85), ESS (OR, 1.08; 95% CI, 1.07-1.10), much (OR, 2.15; 95% CI, 1.63-2.84) and insufficient (OR, 1.71; 95% CI, 1.46-2.01) perceived sleep, snoring (OR, 1.27; 95% CI, 1.11-1.46) and witnessed apnea (OR, 2.10; 95% CI, 1.75-2.52), increased internet addiction (OR, 1.06; 95% CI, 1.05-1.06), high number of private education (OR, 0.76; 95% CI, 0.60-0.95), and poor sleep environment (OR, 1.86; 95% CI, 1.56-2.21) were associated with depression. Conclusion Eveningness preference, insufficient weekday sleep duration, short weekend CUS duration, and self-reported snoring and sleep apnea were associated with an increased risk for depression. Support  

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