scholarly journals Bullying Among Junior High School Students: Effects on Health and Academic Performance

2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Lorenita T. Celeste ◽  
Joyce C. Bisnar ◽  
Imelda V. Javier
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Quantitative Data ◽  
Well Being ◽  
School Students ◽  
Younger Age ◽  
Effects Of Bullying ◽  
Response To Stress ◽  
Physical Bullying

Bullying and victimization phenomena have serious effects on the well-being of individuals. Therefore, the study intends to help the students maintain a normal state of well-being and enhance academic performance as a reference for administrators to develop programs managing the challenges encountered through identification of demographic profile; forms of bullying; effects on health and academic performance; coping strategies and school management. Mixed method approach was employed. Quantitative data was gathered through survey questionnaire and qualitative data through FGD from advisers, parents and students and KII from the principal, guidance counselor and prefect of discipline which were analyzed to corroborate with the quantitative data. Periodical grades were analyzed and compared. Findings revealed that out of 260 students, 232 expressed experienced bullying at a younger age as young as 10 years old. More alarmingly, some students reported recently experienced though rarely. The most common form of bullying identified are verbal, covert and physical bullying. Cyberbullying as the least experienced. The investigation disclosed they sometimes experience the health effects of bullying that are generally a normal response to stress. However, manage to deal with the experience through the support of family and the school. Data showed that students’ experience of bullying does not affect their academic performance. Nevertheless, data analysis revealed that victims of bullying eventually become bullies themselves. 

scholarly journals Indonesian EFL students’ voice on the first language usage in classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 78-86
Author(s):  
Binti Muifatun Nazilah ◽  
Peptia Asrining Tyas ◽  
Wiwik Umiyati
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Junior High School ◽  
Survey Design ◽  
First Language ◽  
Well Being ◽  
School Students ◽  
Efl Students ◽  
Students Attitudes

The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian langauge during the EFL lesson.   DOI: 10.26905/enjourme.v6i2.6701

scholarly journals The Role of Parenting Style to the Feeling of Adequately Heard and Subjective Well-Being in Perpetrators and Bullying Victims

2021 ◽  
Vol 48 (1) ◽  
pp. 96
Author(s):  
Ihsana Sabriani Borualogo
Keyword(s):  
High School Students ◽  
Parenting Styles ◽  
Junior High School ◽  
Descriptive Analysis ◽  
Well Being ◽  
Measure Data ◽  
Subjective Well Being ◽  
Significant Positive Effect ◽  
School Students ◽  
Positive Effect

This study aimed to explain the contribution of parenting styles on children’s perception of being adequately heard by parents and their subjective well-being across three bullying groups (perpetrators, victims, and uninvolved). Participants (N = 1,294; 54.8% girls; 45.2% boys) were elementary school (47.3%) and junior high school students (52.7%) in Bandung City. Parenting styles were measured using Egna Minnen Beträffande Uppfostran for Children. Subjective well-being was measured using the Children's Worlds Subjective Well-Being Scale. Being adequately heard by parents was measured using the Children's Worlds measure. Data were analysed using linear regression and descriptive analysis. Parenting styles contributed significantly to children’s perception of being heard by parents and their subjective well-being. Parenting styles contributed differently across the three groups and genders. The uninvolved perceived that their parents were warm. The perpetrators perceived their parents as rejective. The victims perceived their parents as overprotective. The perpetrators displayed the lowest SWB score, while the uninvolved displayed the highest SWB score. Warm mothers showed a significant positive effect on children’s SWB and perception that they were adequately heard. Overprotective fathers showed a significant positive effect on children’s SWB because father was perceived as the family's head who protects their children. It is suggested that parents should practice warm rearing to prevent children’s involvement in bullying

Adolescents’ perceptions of school climate: Exploring its protective role in times of economic recession

2018 ◽  
Vol 39 (6) ◽  
pp. 606-624 ◽  
Author(s):  
Chryse Hatzichristou ◽  
Vasiliki Stasinou ◽  
Aikaterini Lampropoulou ◽  
Panayiotis Lianos
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Protective Factor ◽  
Junior High ◽  
Economic Recession ◽  
Well Being ◽  
Protective Role ◽  
Subjective Well Being ◽  
School Students

The aim of the study is to explore the way Greek junior high school students perceive school climate as a protective factor against the adversities due to the ongoing economic recession. The randomly selected sample consisted of 746 students from junior high schools (Gymnasia) in the broader area of Athens. The California School Climate Survey (2009), the Questionnaire of Subjective Well-Being/Youth Form (Grob et al., 1991) and the Economic Crisis Difficulties Questionnaire ( LSP, 2011 ) were used for data collection. The findings indicated the existence of statistically significant relations between the effects of economic recession, subjective well-being and school climate. School climate moderated the interaction between economic recession and students’ subjective well-being. Results provide a better understanding of adolescents’ needs during unsettling times contributing to the development of effective evidence-based intervention programs in school communities.

Students’ Perception of Teachers’ Humor Predicts Their Mental Health

2020 ◽  
pp. 003329412097263
Author(s):  
Ryota Tsukawaki ◽  
Tomoya Imura
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Stress Response ◽  
Junior High School ◽  
Well Being ◽  
Self Esteem ◽  
Self Report ◽  
School Students ◽  
Aggressive Humor ◽  
Asking Questions

The aim of the present study was to determine whether two types of teacher humor (Aggressive Humor and Affinity Humor) are predictors of students’ mental health. A self-report scale was administered to 500 elementary and junior high school students in grades 4 to 9 (mean age 12.04, SD = 1.76) asking questions about perceived teacher humor, stress response, emotional well-being, and self-esteem. Aggressive humor was a significant positive predictor of stress response and a significant negative predictor of emotional well-being. Affinity humor was a significant positive predictor of emotional well-being and self-esteem. These results suggest that the teacher’s humor is related to students’ mental health. We conclude that teachers should refrain from using aggressive humor as much as possible in favor of affinity humor.

scholarly journals Project-based learning and writing skill in EFL: are they related?

2018 ◽  
Vol 42 ◽  
pp. 00059
Author(s):  
Luh Tiwika Praba̕ ◽  
Luh Putu Artini ◽  
Dewa Putu Ramendra
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Quantitative Data ◽  
Collaborative Work ◽  
Project Based Learning ◽  
School Students ◽  
English Writing ◽  
Writing Test ◽  
Quantitative Data Analysis ◽  
Writing Skill

This study aimed at investigating the effect of Project-Based Learning on students’ writing skill of grade 9 at SMPN 3 Kuta Selatan. This study employed embedded mixed method design, in which the quantitative data were considered as the main data. The data were collected through guided interview, observation, and writing test. Paired sample t-test was used for the quantitative data analysis. The result showed that Project-Based Learning has significant effect on students’ English writing skill (sig. = .000 < α = .05). Project-Based Learning also revealed potentially promotes students’ critical thinking, communication, and creativity through collaborative work. In general, it can be concluded that Project-Based Learning significantly improves junior high school students’ writing skill in English as a Foreign Language.

scholarly journals Visual impairment, spectacle wear and academic performance among junior high school students in western China

2019 ◽  
Author(s):  
Jingchun Nie ◽  
Wei Nie ◽  
Ming Mu ◽  
Lifang Zhang ◽  
Shuyi Song ◽  
...  
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Visual Impairment ◽  
Junior High School ◽  
Maternal Education ◽  
Junior High ◽  
Shaanxi Province ◽  
Western China ◽  
School Students ◽  
Mathematics Examination

AbstractIn September 2013, 2248 students from 36 junior high schools in Shaanxi Province underwent assessment of visual acuity (VA), completed a questionnaire about their spectacle use and were administered a standardized mathematics examination. Among 2,248 students (mean age 13.6 years, 52% male), visual impairment was present in 699 (31%, 95% Confidence Interval 29-33%). Spectacle wear was observed in 360 of 966 children needing glasses (37%). Ownership of spectacles among children needing glasses was associated with poorer uncorrected vision in the better-seeing eye (P <0.001) and paternal educational (p=0.001), but not age, sex, boarding at school, both parents having out-migrated for work or maternal education. Spectacle ownership among children with visual impairment was associated with better test performance (P=0.035). Therefore, visual impairment and non-wear of spectacle were common. Wearing spectacles was associated with better academic performance in this cross-sectional analysis, consistent with recent trial results among younger children.

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