Understanding juveniles’ problematic smartphone use and related influencing factors: A network perspective

Background and aimsTo understand the interaction between problematic smartphone use (PSU) and related influencing factors (individual variables, family environment, and school environment) and to determine the most influential factors affecting the use of smartphones by juveniles to implement effective interventions in the future.MethodsA total of 3,442 children and adolescents (3,248 actual participants (males = 1,638, average age = 12.27 ± 2.36)) were included in the study. This study measured juveniles’ PSU and its influencing factors: individual variables (4 factors), family environments (13 factors), and school environments (5 factors). This study employed a network analysis approach for data assessment.ResultsThis study found that there were several central influencing factors (such as self-control ability, loss of control, parent-child relationship, and peer attitudes towards smartphone use) and bridge factors (such as peer attitudes towards smartphone use, peer pressure for smartphone use, and fear of missing out).Discussion and conclusionsJuveniles’ PSU included several core symptoms and critical influencing factors. Intervention based on these factors may be effective, timely, and inexpensive.

Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities

Perspectives of peers without disabilities are considered a significant determinant of successful integrated physical education. The purpose of this study was to explore students' perspectives of including students with physical disabilities in physical education in Singapore. Primary and secondary school students ( n = 219) provided their perspectives related to the inclusion of students with physical disabilities through an online survey platform. The quantitative results showed that 86.3% of the participants expressed a “yes” opinion toward having the perspective that peers with physical disabilities should be included, while 13.7% of them expressed either a “no” or “maybe” opinion related to peers with physical disabilities being included. Further, girls were more likely to respond “yes” than boys, and a larger proportion of secondary school students responded “yes” than primary school students. Content analysis was used to code students’ 277 open-ended perspectives for supporting their expressed opinions. The different perspectives were coded and subsequently grouped into 15 categories for supporting the “yes,” “no,” and “maybe” responses. Equality was the most commonly listed category for supporting a “yes” response. For supporting a “no” response, negative outcomes, such as bullying and injury, were most commonly reported. Finally, dependence and incompatibility were equally listed for justifying a “maybe” response. These findings highlight a variety of perspectives related to peer attitudes and shed light on the value of enhancing students’ perspectives toward the integration of peers with disabilities.

Adverse Childhood Experiences and Substance Use: The Mediating Role of Perceptions of Harm and Peer and Parental Attitudes

Objectives: Adverse childhood experiences (ACEs) are related to the development of a range of mental health problems and risky behaviors. Generally, adolescents who experienced a greater number of ACEs have been found to be at increased risk of substance use behaviors. This study investigated the association between ACEs and substance use (i.e., cigarette smoking, binge drinking, and cannabis use) as mediated by perceptions of harm and perceived peer and parental attitudes towards each substance. Methods: A survey was completed by 6,304 students aged 12 to 18 (M = 14.75, SD = 1.76) in Wood County, Ohio, assessing ACEs, substance use behaviors, perceptions of harm and perceived peer and parental attitudes towards each substance. Mediation models controlling for age and gender were conducted for each substance use behavior including perceptions of harm and perceived peer and parental attitudes specific to each substance. Results: Controlling for age and gender, perceptions of harm and peer attitudes towards binge drinking partially mediated the relationship between ACEs and past month binge-drinking. For past month cannabis and cigarette smoking, peer and parental attitudes, but not perceptions of harm, partially mediated the relationship between ACEs and past month engagement in these substances. Implications: Greater perceptions of harm and negative attitudes by parents or peers may be protective against substance use behaviors among youth that have experienced ACEs. Early interventions focusing on increasing perceptions of harm along with promoting negative parental and peer attitudes towards substance use could decrease rates of use among those who experienced ACEs.

The referral of Pakistani immigrant children for special education in Toronto : perceptions and attitudes of parents

This study examines the perceptions of Pakistani immigrant parents regarding the referral of their children to special education programs in Toronto. The study is qualitative and is based on the grounded theory method. Interviews were conducted by the author with five parent participants and were transcribed and coded. This research provided insight into the perceptions of Pakistani immigrant parents whose children (8-12 years) are in special needs classes. Also included in the data is an interview the author conducted with a Pakistani parent who is also working as a special needs assistant in the Toronto District School Board (TDSB). The findings of the study indicate that there are five main reasons behind the referral of Pakistani immigrant children for special education: 1) parent attitudes; 2) cultural and linguistic differences; 3) teacher attitudes; 4) peer attitudes; and 5) immigration. The results indicate that there is an over-referral of Pakistani immigrant children [in Toronto schools] according to Pakistani parents' perceptions. Recommendations are made for implementing change within the special education system in the TDSB and areas for future research are identified.

The referral of Pakistani immigrant children for special education in Toronto : perceptions and attitudes of parents

This study examines the perceptions of Pakistani immigrant parents regarding the referral of their children to special education programs in Toronto. The study is qualitative and is based on the grounded theory method. Interviews were conducted by the author with five parent participants and were transcribed and coded. This research provided insight into the perceptions of Pakistani immigrant parents whose children (8-12 years) are in special needs classes. Also included in the data is an interview the author conducted with a Pakistani parent who is also working as a special needs assistant in the Toronto District School Board (TDSB). The findings of the study indicate that there are five main reasons behind the referral of Pakistani immigrant children for special education: 1) parent attitudes; 2) cultural and linguistic differences; 3) teacher attitudes; 4) peer attitudes; and 5) immigration. The results indicate that there is an over-referral of Pakistani immigrant children [in Toronto schools] according to Pakistani parents' perceptions. Recommendations are made for implementing change within the special education system in the TDSB and areas for future research are identified.

Exploration of Challenges Among Gifted and Talented Children

Most gifted students love to study, work hard to complete cognitive tasks, and wanted to have more difficult subjects for enhancing their intellectual capability. However, they are unable to do so in their regular classes even in their special gifted group. Some of the challenges faced by gifted and talented students are teachers’ stigma, negative peer attitudes, difficulty understanding others, problems related to perfectionism, as well as impatience and intolerance. Thus, there is a dire need to cater the social and emotional issues of these students. Counselors may be unaware and unable to respond to these concerns because they are not well-trained to counsel this unique population. Therefore, this study aims to investigate the characteristics of gifted and talented students, challenges that they face and the need for counseling approaches to address all these issues to unleash the learning and development of gifted students.

Language choice in peer interactions and the role of peers in minority language maintenance

Drawing on the positioning theory and the conditions for language use, this article examines Vietnamese ethnic minority students’ language choice in interactions with their same-ethnicity and majority peers, focusing particularly on their communication motives underlying this choice. Findings suggest that in regulating their language alternation practices across peer groups in different contexts, the students shifted their participation status – from aligning (being alike) to disaligning (being distinct) – to (re)position themselves in relation to their peers. As their desires for alignment or disalignment were either supported or disrupted by their peers, peer attitudes played a critical role in providing opportunities and encouraging minority students’ willingness to use their L1 in school and ethnic community spaces. Implications are suggested for engaging peer support as a resource for maintaining or widening L1 use among young minority people in both of the domains.