Journal articles: 'Year 11 students'

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Owen-Yeates, Alison. "Stress in Year 11 Students." Pastoral Care in Education 23, no. 4 (December 2005): 42–51. http://dx.doi.org/10.1111/j.1468-0122.2005.00350.x.

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Castro, David. "Light mental representations of 11-12 year old students." JOURNAL OF SOCIAL SCIENCE RESEARCH 1, no. 1 (February 28, 2013): 35–39. http://dx.doi.org/10.24297/jssr.v1i1.3055.

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The light is a separate entity in the area, independent sources that produce it and the effects it causes during its spread. In several research focused on representations of light that are children from 5 to 15 years found that these representations are often incompatible with the scientific model. 112 (60 boys and 62 girls) participated in this research where we studied representations of children 11-12 years on the light. As a technique of research we chose the directive individual interview. The results of the research show that children of 11-12 years, use different categories of representations for the light.

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Roselizawati Hj Sarwadi, Hjh, and Masitah Shahrill. "Understanding Students' Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students." Mathematics Education Trends and Research 2014 (2014): 1–10. http://dx.doi.org/10.5899/2014/metr-00051.

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Martin, Gerry. "Historical Inquiry for Teaching Year 11 & 12 History Students." Learning and Teaching 4, no. 2 (January 1, 2011): 23–35. http://dx.doi.org/10.7459/lt/4.2.03.

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Duh, Matjaž, Tomaž Zupančič, and Branka Čagran. "Development of Art Appreciation in 11-14 year-old Students." International Journal of Art & Design Education 33, no. 2 (June 2014): 208–22. http://dx.doi.org/10.1111/j.1476-8070.2014.01768.x.

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Kirkham, Jane, Elaine Chapman, and Helen Wildy. "Factors considered by Western Australian Year 10 students in choosing Year 11 mathematics courses." Mathematics Education Research Journal 32, no. 4 (July 17, 2019): 719–41. http://dx.doi.org/10.1007/s13394-019-00277-y.

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Sayin, Y., and M. Farimaz. "Problem solving skills of the 1st year and 4th year nursing students." European Psychiatry 26, S2 (March 2011): 883. http://dx.doi.org/10.1016/s0924-9338(11)72588-3.

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IntroductionOne of the objectives of nursing education is helping nursing students acquire the knowledge, skills, and behaviors needed to deal with various problems.ObjectivesThe study is descriptive.AimsTo determine the “problem solving skills” of the 1st-year and 4th-year students.MethodsThe study is a descriptive one. The study sample comprised a total of 153 students in their 1st-year and 4th-year in Department of Nursing, Cumhuriyet University, Turkey. The research data were collected by means of the “Personal Information Form” developed in light of the relevant literature review and the “Problem Solving Inventory” which was developed by Heppner and Peterson (1982) and tested in Turkey in 1990 by Taylan in terms of fist validity-reliability properties.ResultsOf the first year students, 84.9% lived in a nuclear family, 61.6% lived in a city, 39.5% were first-born children. Of the fourth year students, 81.0% lived in a nuclear family, 67.2% lived in a city, 37.3% were first-born children. All of the students financial needs were met by their parents. There was no difference between the total “problem solving confidence” scores of the first year students (85.942 ± 16.649) and the fourth year students (81.866 ± 19.168) (p > 0.05). According to the sub-scales of the inventory, the first year students received higher scores than the fourth year students in “problem solving confidence”, “approach-avoidance behavior” and “personal control” (p > 0.05).ConclusionsThe education received by the students did not make a difference in the development of their problem solving skills.

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Naiker, Mani, Bibhya Sharma, Lara Wakeling, Joel Benjamin Johnson, Janice Mani, Bijeta Kumar, Anji Naidu, MGM Khan, and Stephen Brown. "Attitudes towards science among senior secondary students in Fiji." Waikato Journal of Education 25 (November 24, 2020): 57–72. http://dx.doi.org/10.15663/wje.v25i0.704.

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In order to investigate gender and ethnicity-based differences in scientific attitudes among Fijian students, the widely studied Test of Scientific Related Attitudes (TOSRA) was administered to 1401 senior secondary Fijian students (Years 11–13; approximately 15–18 years of age). Students generally had a positive attitude towards science overall in Years 11–13, with females showing a more positive attitude than males. By Year 13, the attitudes of females towards science had become more negative. The attitude of iTaukei students towards science started out lower than other ethnicities in Year 11 and increased during Year 12, before falling to below the starting attitude levels in Year 13. Fijian students of Indian descent generally had a positive attitude towards science that remained consistent throughout Years 11–13, with an increase in leisure and career interest in science in Year 13. A strong correlation was found between the ethnicity of a student and their first language. Continued science outreach programmes, particularly in Year 12, are important to achieve and retain scientific interest and attitudes among Fijian secondary students.

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Fleck, Celia. "Improving engagement and achievement for Year 11 Māori and Pasifika students." set: Research Information for Teachers, no. 3 (December 15, 2015): 12–17. http://dx.doi.org/10.18296/set.0022.

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Boyle, Alan, Peter Kokelaar, and Maggie Williams. "Raising Earth Science awareness amongst Year 11 & 12 school students." Planet 19, no. 1 (January 2008): 15–20. http://dx.doi.org/10.11120/plan.2008.00190015.

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Natal, César L., Tânia J. Lourenço, Luana A. Silva, Rita A. Boscolo, Andressa Silva, Sergio Tufik, and Marco Túlio de Mello. "Gender differences in the sleep habits of 11-13 year olds." Revista Brasileira de Psiquiatria 31, no. 4 (December 2009): 358–61. http://dx.doi.org/10.1590/s1516-44462009000400013.

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OBJECTIVE: Sleep plays an important role in the physical and emotional development of adolescents. The aim of this study was to examine gender differences in sleep habits in a sample of 11-13 year olds. METHOD: The study was carried out in the city of Patos de Minas, Brazil. The study cohort was composed of 200 students (96 boys and 104 girls) attending (in the morning or in the afternoon) the 5th, 6th or 7th grades, with ages ranging from 11 to 13 years. A Sleep Questionnaire developed at the Federal University of São Paulo was used in order to evaluate student sleep habits and schedules, as well as the overall quality of sleep. RESULTS: For the period between Friday night and Sunday morning, girls displayed longer sleep duration than did boys. During the week, students attending only afternoon classes woke up later than did students attending only morning classes. In addition, morning-class students showed more adverse effects on sleep, including irregular sleep/wakefulness circadian rhythms, when compared with afternoon-class students. CONCLUSION: Sleep habits are affected by gender and school schedule.

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Agherdien, Najma. "Shaping the learning environment of first-year students." Journal of Applied Research in Higher Education 5, no. 2 (September 23, 2013): 239–51. http://dx.doi.org/10.1108/jarhe-11-2012-0048.

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Thiry, Heather, Timothy J. Weston, Sandra L. Laursen, and Anne-Barrie Hunter. "The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research." CBE—Life Sciences Education 11, no. 3 (September 2012): 260–72. http://dx.doi.org/10.1187/cbe.11-11-0098.

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This mixed-methods study explores differences in novice and experienced undergraduate students’ perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students’ developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed.

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Zhang, Niu, and Charles N. R. Henderson. "Predicting stress and test anxiety among 1st-year chiropractic students." Journal of Chiropractic Education 33, no. 2 (March 4, 2019): 133–39. http://dx.doi.org/10.7899/jce-18-11.

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Objective: We evaluated perceived stress in 1st-year chiropractic students and the relationship between perceived stress and test anxiety. Moreover, we sought student-identified stressors that complicate chiropractic education. Methods: We tested 3 hypotheses in a longitudinal descriptive study: (1) student-perceived stress would increase over 6 months of chiropractic training, (2) depression level and grade-point average (GPA) at matriculation would predict student-perceived stress 6 months into the program, and (3) perceived stress would correlate with cognitive and emotional test anxiety levels. Assessments used were prematriculation GPA, perceived chiropractic college stress (PCCS), the Center for Epidemiologic Studies Depression Scale, and the Test Anxiety Inventory. Results: Four hundred and seven students participated during 2014 and 2015. PCCS increased 18% after 6 months (t(406) = 6.32, p < .001, d = .33). Prematriculation GPA was not a significant predictor of PCCS at 6 months, p = .082. By contrast, the Center for Epidemiologic Studies Depression Scale at the beginning of the chiropractic training program was a significant predictor p < .001, multiple R2 = 7.1%. PCCS correlated with test anxiety worry and emotionality (r = .37, p < .001 and r = .35, p < .001, respectively). The top 4 stressors identified by students were (by priority) finances, time for a life outside school, personal competence/endurance, and curriculum/environment. Conclusion: Our findings are consistent with perceived stress increases during medical school. Surprisingly, prematriculation GPA, a widely used academic performance predictor, was a poor predictor of PCCS, while depression level at matriculation was a moderate predictor. PCCS correlated with test anxiety worry and emotionality, known academic performance impediments.

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Burak Ozdemir, Melih, Senem Gurkan, and Yashar Barut. "9-11 Year Old Students’ Perception of Violence Reflected in Their Drawings." Khazar Journal of Humanities and Social Sciences 21, no. 2 (July 2018): 50–65. http://dx.doi.org/10.5782/2223-2621.2018.21.2.50.

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Violence, which can be defined as any threat towards the physical and psychological integrity of a human being, can result in fear, anxiety and severe behavior problems on children, whether exposed or witnessed. In this study, it is planned to achieve children’s perception of violence expressed by drawing and obtaining data in this way. In this study, the type of violence children portray in their drawings, how they determine to portray characteristics who perpetrate violence and are exposed to it as well as how is applied are analyzed. To measure how children perceive the violence, they were asked to draw a picture describing the ones who use violence and the ones who are exposed to violence. The pictures, drawn by children who participated in the study, were examined from a semantic perspective and content analysis method was adopted on the pictures. The research was conducted in Samsun province in the middle socio-economic level, with total of 53 students, 27 girls and 26 boys between the ages of 9-11 who were randomly selected representing two schools. Drawings were examined according to the issues they portrayed and then, semantic and content analysis was applied. In the children’s drawings, it is shown that the violence of adults is reflected more. These findings indicate that child to child violence, domestic violence, war, adult to child violence, adults to animal violence and terrorism is portrayed respectively. Generally, males are portrayed in the drawings. Drawn illustrations show that children are aware of the growing violence in their environmental. Raising the children in nonviolent social environment seems important for their healthy development. We can say that drawing, which is a simple tool for exploring the children’s inner world, can be used by all professionals responsible for children education.

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Jones, Sian. "The Interpretation of Geographical Photographs by 11 - and 14-Year-old Students." International Research in Geographical and Environmental Education 7, no. 2 (May 1998): 122–39. http://dx.doi.org/10.1080/10382049808667564.

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McIntosh, Beth, Margaret Taylor, Sharon Crosbie, Alison Holm, and Barbara Dodd. "The literacy abilities of 11 year-old students from socially disadvantaged backgrounds." Advances in Speech Language Pathology 9, no. 2 (January 2007): 181–90. http://dx.doi.org/10.1080/14417040600970598.

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Pouit, Delphine, and Caroline Golder. "Idea retrieval in argumentative text writing by 11–18 year old students." European Journal of Psychology of Education 17, no. 4 (December 2002): 309–20. http://dx.doi.org/10.1007/bf03173588.

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Brooker, Abi, Sarah Brooker, and Jeanette Lawrence. "First year students’ perceptions of their difficulties." Student Success 8, no. 1 (March 26, 2017): 49–62. http://dx.doi.org/10.5204/ssj.v8i1.352.

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Scholarly investigations of the first year experience identify various difficulties for students, yet few studies investigate how those difficulties relate to each other or how students’ appraisals help to overcome them. We asked two cohorts of first-year students (109 in 2013, and 98 in 2014) about their experiences with 11 commonly-cited difficulties. They used concept maps to make comparative judgements about their difficulties, appraised their biggest difficulty, and rated how they engaged with that difficulty. The students experienced multiple difficulties at a time. Time management, work load and others’ expectations were the most prevalent and biggest difficulties. Students who appraised their difficulties as challenging or benign were happier with how they addressed their difficulty than those who appraised difficulties as harmful or threatening. Implications include the benefits of addressing more prevalent issues, understanding that students face multiple difficulties, and helping students change their perspectives of their difficulties.

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Silva, Elise. "Teaching First Year Students How to Read Online." Ubiquitous Learning: An International Journal 10, no. 3 (2017): 11–17. http://dx.doi.org/10.18848/1835-9795/cgp/v10i03/11-17.

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Lawrence, David, Vaille Dawson, Stephen Houghton, Ben Goodsell, and Michael G. Sawyer. "Impact of mental disorders on attendance at school." Australian Journal of Education 63, no. 1 (March 14, 2019): 5–21. http://dx.doi.org/10.1177/0004944118823576.

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Mental disorders are among the most common and disabling conditions affecting children and adolescents. Patterns of school attendance among students with and without mental disorders were examined using data from the 2013–2014 Australian Child and Adolescent Survey of Mental Health and Wellbeing. One in seven school students had a mental disorder in the previous 12 months, with attention-deficit/hyperactivity disorder and anxiety being the most common. Students with a mental disorder had lower school attendance – being absent for 11.8 days per year in Years 1–6, 23.1 days per year in Years 7–10 and 25.8 days per year in Years 11–12, on average. In comparison, students without mental disorders were absent an average of 8.3 days (Years 1–6), 10.6 days (Years 7–10) and 12.0 days (Years 11–12) per year. Among students with a mental disorder, absences due to the disorder accounted for 13.4% of all days absent from school. This increased across years in school from 8.9% in Years 1–6 to 16.6% in Years 11–12. Improving prevention, early intervention, treatment and management of mental disorders may lead to significant improvements in school attendance.

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Clarke, Bruce. "Environmental Attitudes and Knowledge of Year 11 Students in a Queensland High School." Australian Journal of Environmental Education 12 (1996): 19–26. http://dx.doi.org/10.1017/s0814062600001580.

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AbstractIn 1993 a secondary school in Queensland was surveyed in order to measure the environmental attitudes and knowledge of its community. A questionnaire was developed using published items wherever possible. This report describes the responses provided by the year 11 population of the school. Demographic data on gender, region of birth, neighbourhood type and subject orientation were collected. Attitudinal data was collected in three parts: an affective component using the New Environmental Paradigm scale, a verbal commitment component and an actual commitment component. Data on factual and conceptual knowledge were also collected. Respondents registered highly positive attitudes and commitments to the environment but generally low scores on the knowledge scales. Demographic, attitudinal and knowledge data were analysed for possible interrleationships; correlations obtained were similar to those reported in the literature. However, the respondents' gender and academic orientation were not statistically related to their pro-environmental attitudes or knowledge.

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Edwards, Ian G. A., and Leonie J. Rennie. "Enhancing the learning of Year 11 students with a videotaped lesson in genetics." Distance Education 12, no. 2 (January 1991): 266–78. http://dx.doi.org/10.1080/0158791910120209.

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Bondarko, V. M., and L. A. Semenov. "Visual acuity and hyperacuity in 11- to 17-year-old secondary school students." Human Physiology 38, no. 3 (May 2012): 271–75. http://dx.doi.org/10.1134/s0362119712030024.

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Burns, Sharyn, Donna Cross, Helman Alfonso, and Bruce Maycock. "Predictors of Bullying among 10 to 11 Year Old School Students in Australia." Advances in School Mental Health Promotion 1, no. 2 (January 2008): 49–60. http://dx.doi.org/10.1080/1754730x.2008.9715728.

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Seyedfatemi, N., Z. Moshir Abadi, L. Borimnejad, and H. Haghani. "Problem solving skill and Iranian nursing students." European Psychiatry 26, S2 (March 2011): 477. http://dx.doi.org/10.1016/s0924-9338(11)72184-8.

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IntroductionThe ability to solve problems and make decisions creatively has become paramount to new nursing graduates, as these skills assist them with recognizing and evaluating situations that require prompt attention. This study was done to determine nursing student’s problem solving skills in various years of their four-year program.MaterialsThis is a cross-sectional study. Three hundred and twenty two undergraduate nursing students in BSc nursing program participated in this study. The study setting was Nursing School of Iran University of Medical Sciences. The Problem Solving Inventory (PSI; Heppner & Petersen, 1982) was used to data gathering. The scale was divided into three subscales including: problem-solving confidence, approaching avoidance style, and personal control. Low scores were representative of a positive judgment and high scores indicated a poorer judgment of problem-solving abilities. Students involved in the study signed the study Informed consent.ResultsFindings showed that the mean score of problem solving skill was 89.5 ± 21.51. First year students were found to have a mean score of 89.13 ± 18.71, second year students had a mean of 91.57 ± 1.87. The mean score of third year was 91.52 ± 20.8 and for fourth year students was 84.18 ± 27.47. When these results are compared, no significant differences occurred among the student in different years, as well as no difference between nursing students in 3 subscales of problem solving was seen.ConclusionsIt is expected that Nursing school produce practitioners who have the ability to solve problems and make decisions.

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Ushakov, A., A. Nenasheva, N. Kleshenkova, S. Komelkov, and A. Shevtsov. "Study of body composition features in male 11th grade students and 1st year university students." Bulletin of the South Ural State University. Series: Education, health, physical culture 15, no. 4 (December 1, 2015): 89–92. http://dx.doi.org/10.14529/ozfk150416.

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Sullo, Elaine. "First-Year Library Student Assistants Have Better Information Literacy Skills, and Demonstrate a Larger Increase in these Skills, Compared to Their First-Year Peers." Evidence Based Library and Information Practice 10, no. 4 (December 13, 2015): 227. http://dx.doi.org/10.18438/b89s3m.

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A Review of: Folk, A. L. (2014). How well are we preparing them?: An assessment of first-year library student assistants’ information literacy skills. College & Undergraduate Libraries, 21(2), 177-192. http://dx.doi.org/10.1080/10691316.2013.829377 Objective – To examine the information literacy skills of first year library student assistants, in comparison to first year students who are not library assistants. Additionally, the study investigates whether information literacy skills of library student assistants increased more than those of the general student population during their first semester at college. Design – Pretest/posttest. Setting – Two regional campuses of a research university in the United States of America. Subjects – First-year students, including library student assistants and students in the Freshman Seminar course. At one regional campus, 103 first-year students, including 5 library student assistants, completed the pretest. At the same campus, 75 first year students, including 5 library student assistants, completed the posttest. At the other campus, 30 first-year students, including 3 library student assistants, completed the pretest, and 26 first-year students, including 2 library student assistants, completed the posttest. Methods – The researcher distributed a pretest and posttest that included demographic questions and 11 items related to information literacy to first-year students. The pretest was given within the first two weeks of the fall semester, before the students attended library instructional sessions. At one campus, the library student assistants took the pretest at the beginning of their first shift, while at the second campus, the library student assistants completed the pretest within the first two weeks of the semester. The posttest was given to participants within the last two weeks of classes during the fall semester. Main Results – On the pretest, the library student assistant scores ranged from 6 to 10, out of a maximum of 11 points. For the posttest, these students had scores that ranged from 8 to 11. Both of these score ranges were higher than the mean score of the general first-year students. The mean of the pretest scores of the general first-year students was 5.95 points out of 11 points with a mean score of 54.1%, while the mean of the pretest scores for the library student assistants was 8.13, or 73.9%. The mean of the posttest scores for the general first-year students was 7.29, or 66.3%, while the mean of the posttest scores for the library student assistants was 9.43, or 85.7%. No students earned a perfect score on the pretest. On the posttest, 29% of the library student assistants scored a perfect 11 points, while only 4% of the general first-year students earned a perfect score. In comparing pretest to posttest scores, the general first-year students’ mean score increased 1.34 points, while the mean score of the library student assistants increased by 1.3 points. The library student assistants scored higher than the general first-year students on both the pretest and posttest; these numbers are statistically significant. The author reports that the increase in the mean scores from the pretest to the posttest for the library student assistants is not statistically significant. On the other hand, the increase of the mean scores from the pretest to the posttest for the general first-year students is statistically significant (p. 186). Conclusions – The author concludes that the information literacy skills of first-year library student assistants are better than general first-year students. This information is valuable to librarians who wish to gauge how well they are doing in regards to teaching information literacy skills to library student assistants. Additionally, librarians can better understand how their instruction is contributing to the library student assistants’ educational experiences in general as well as their future as lifelong learners.

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Prieto‡, T., A. Blanco, and A. Rodriguez. "The ideas of 11 to 14‐year‐old students about the nature of solutions." International Journal of Science Education 11, no. 4 (October 1989): 451–63. http://dx.doi.org/10.1080/0950069890110409.

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Hand, Brian, Olivia Eun-mi Yang, and Crystal Bruxvoort. "Using Writing-to-Learn Science Strategies to Improve Year 11 Students' Understandings of Stoichiometry." International Journal of Science and Mathematics Education 5, no. 1 (April 28, 2006): 125–43. http://dx.doi.org/10.1007/s10763-005-9028-1.

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Calvert, Sian, Robert C. Dempsey, and Rachel Povey. "Normative misperceptions of unhealthy snacking amongst 11- to 12-year-old secondary school students." Appetite 166 (November 2021): 105462. http://dx.doi.org/10.1016/j.appet.2021.105462.

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Palange, Padmavali, Ritu Vaish, and Venkatramana Kandi. "Nursing Education: Assessment of Healthcare Career Perspectives of First Year Nursing Students." American Journal of Educational Research 5, no. 6 (August 26, 2017): 655–59. http://dx.doi.org/10.12691/education-5-6-11.

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Collins, Penny, ElDonna Hilde, and Cathy Shriver. "A Five-Year Evaluation of BSN Students in a Nursing Management Preceptorship." Journal of Nursing Education 32, no. 7 (September 1993): 330–32. http://dx.doi.org/10.3928/0148-4834-19930901-11.

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Reinke, Nicole B., Mary Kynn, and Ann L. Parkinson. "Immersive 3D Experience of Osmosis Improves Learning Outcomes of First-Year Cell Biology Students." CBE—Life Sciences Education 20, no. 1 (March 2021): ar1. http://dx.doi.org/10.1187/cbe.19-11-0254.

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An immersive 320° 3D experience of osmosis was perceived by cell biology students to be fun, useful, and educational. Performance of all students improved on a multiple-choice exam question, and those students with moderate to high base-level knowledge also performed better on short-answer questions.

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Uchida, C. "Suicid among Japanese university students-from the results of a 21-year survey." European Psychiatry 26, S2 (March 2011): 1651. http://dx.doi.org/10.1016/s0924-9338(11)73355-7.

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More than 30,000 suicides a year have occurred continuously in Japan. Suicide among university students has been a top priority for those engaged in mental health in universities. In this study, I clarified the characteristics of university students’ suicide and identified risk groups through the 21 years’ survey. I also aimed to probe background factors to help setting up preventive measures.The subject was undergraduate students at national universities in either 4 or 6 years programs, and the data were annually collected by means of a questionnaire from universities. The survey results of the 21 years from 1985 to 2005 were gathered, and I statistically analyzed the longitudinal changes in the suicide rate over this time period and the correlation between the suicide rates and sex, major, academic year, psychiatric disorders, the methods of suicide, etc. using the chi-square test and residual analysis. Altogether 735,496 students were surveyed, and 987 among them had committed suicide. Since 1996, the suicide rate has been the top cause of death. Holdover students, among whom we often find withdrawing students so-called “Hikikomori”, were a high-risk group for suicide as well as male medical students, male arts students and male dentistry students. More than eighty percent of the students who committed suicide had not been to university health centers or diagnosed by psychiatrists. For the method of suicide, hanging and taking a death-leap were frequently seen among them.A clue to prevent suicide among university students was found from these results.

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Svensson, Johan, and Kristina Sundqvist. "Gambling among Swedish youth: Predictors and prevalence among 15- and 17-year-old students." Nordic Studies on Alcohol and Drugs 36, no. 2 (April 2019): 177–89. http://dx.doi.org/10.1177/1455072518807788.

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Background: Gambling among adolescents is a growing public health concern in Sweden as in many other countries. Excessive gambling has been found to be associated with a wide range of negative consequences such as financial problems, strained relationships, criminal behaviour, depression, and an elevated risk for suicide. Research suggests a link between alcohol consumption and gambling, particularly among male gamblers. There are nevertheless gaps in the available knowledge pertaining to school-aged students in Sweden. Aim: The purpose of this study is to investigate predictors of gambling and frequent gambling among Swedish students in Grade 9 and Grade 11 (ages 15 and 17 years). Data and method: Data on gambling and alcohol consumption were obtained from the Swedish Council on Information and Other Drugs yearly school surveys ( n = 4763) in Grade 9 and Grade 11 ( n = 3720). Poisson regression models have been applied to estimate the association between less frequent and frequent gambling with the predictors of gender, family and school satisfaction, school situation, and alcohol and drug use. Results: Gambling among Swedish students is a highly gendered activity: boys gamble more and more frequently than girls. Having consumed alcohol was associated with both less frequent and more frequent gambling among Grade 9 students while controlling for other variables. In Grade 9, heavy episodic drinking was only associated with less frequent gambling, not with frequent gambling. Among Grade 11 students, both alcohol consumption and heavy episodic drinking was associated with less frequent gambling but heavy episodic drinking was only associated with frequent gambling. Moreover, drug use was associated with less frequent gambling in Grade 11. Skipping classes was the only school factor that was found to be associated with less frequent gambling (Grade 11). Such factors as family satisfaction and two measurements of economic situation were not associated with gambling at all.

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Ibrahim, J. "Psychatric morbidity among third year medical students at Ain Shams University, Cairo, Egypt." European Psychiatry 26, S2 (March 2011): 542. http://dx.doi.org/10.1016/s0924-9338(11)72249-0.

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BackgroundMental distress among medical students is often reported. Different psychiatric disorders are found to be under recognized yet common and treatable among medical students. Various previous studies have shown that medical students are subjected to considerable stress over the last decades. The aim of this study was to determine the presence of clinically significant psychiatric morbidity among third year medical students, to explore the effects of the socio demographic background for these outcomes and to analyze gender differences regarding selected psychiatric morbidities.MethodsA cross sectional study is carried out among third year medical students from Ain Shams University. They were assessed using Social Classification Scale and Structured Clinical Interview for DSM-IV (SCID I) to assess psychiatric morbidity.ResultsResponse rate was 98.9%. Prevalence of psychiatric morbidity among our medical students sample was 59.9%. No significant statistical association between psychological morbidity and any of the socio demographic variables. The most prevalent psychiatric diagnosis was found to be depression (47.9%), followed by Generalized Anxiety Disorder (GAD) (44.9%) & Obsessive Compulsive Disorder (OCD) (44.4%). The least prevalent of which was Anorexia Nervosa (0.7%).ConclusionSignificantly high proportion of medical students (59.9%) had ongoing psychiatric condition and that proactive interventions should be addressed to encourage those medical students to seek help for their psychiatric problems. Counseling and preventive mental health services should be an integral part of the routine clinical facilities caring for medical students.

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Göllner, Richard, Rodica Ioana Damian, Benjamin Nagengast, Brent W. Roberts, and Ulrich Trautwein. "It’s Not Only Who You Are but Who You Are With: High School Composition and Individuals’ Attainment Over the Life Course." Psychological Science 29, no. 11 (September 14, 2018): 1785–96. http://dx.doi.org/10.1177/0956797618794454.

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We examined life-course effects of attending selective schools using a longitudinal study of U.S. high school students begun in 1960 ( Ns ranging from 1,952 to 377,015). The effects, measured 11 and 50 years after the initial assessment, differed significantly across the two indicators of school selectivity that were used. School average socioeconomic background was positively related to students’ educational expectations, educational attainment, income, and occupational prestige at the 11-year follow-up (0.15 ≤ β ≤ 0.39; all ps < .001). Conversely, schools’ average achievement at the 11-year follow-up was negatively related to students’ expectations, attainment, income, and occupational prestige (−0.42 ≤ β ≤ −0.05; all ps < .05) when schools’ socioeconomic background was controlled for. All associations were mediated by students’ educational expectations. With the exception of income, these effects were consistent 50 years after high school, pointing to the long reach of beneficial learning resources and negative social comparison processes when attending selective schools.

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Fletcher, Jo, and Karen Nicholas. "Reading for 11–13-year-old students in the digital age: New Zealand case studies." Education 3-13 46, no. 1 (April 11, 2016): 37–48. http://dx.doi.org/10.1080/03004279.2016.1170064.

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Howard, N., D. Torok, M. Sirounis, J. O??Kroy, and S. Graves. "12 WEEKS OF GRAVITRON TRAINING INCREASES UPPER BODY STRENGTH IN 11-13 YEAR OLD STUDENTS." Medicine & Science in Sports & Exercise 34, no. 5 (May 2002): S288. http://dx.doi.org/10.1097/00005768-200205001-01622.

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Erdődi, Ferenc, and Klára Matesz. "30 éves a debreceni angol nyelvű orvosképzés." Gerundium 9, no. 2 (March 13, 2019): 173–83. http://dx.doi.org/10.29116/gerundium/2018/2/11.

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The 30th anniversary of the English Program at the Facult y Of Medicine. The Faculty of Medicine at the University of Debrecen celebrated the 30th anniversary of the English Program in medical education in 2017. The program was initiated in 1986 with a one-year premedical course and this training has been upheld with great successes up to now. In the 1987/88 academic year 52 students from 15 countries started their studies on the General Medicine course and eight of them graduated as medical doctor (MD) at the end of the six year training period in 1992. During the 30 years the number of the admitted and then the graduated students had increased yearly. Thus, 307 students started on the first year and 180 sixth year students received MD diploma in 2017 implying the significant development and a continuous interest in medical education in English in Debrecen. From the very beginning, the curriculum of English language programs is identical with that of the Hungarian one. Students apply for admission directly or via recruiting agents while entrance exams are conducted exclusively by the staff members of the University. The English language medical education in Debrecen has been accredited in many countries including some states in the USA. From 2000 to date other medical and health related programs such as Dentistry, Pharmacy, Physiotherapy, Public Health, Molecular Biology and Complex Rehabilitation have been started and in the last year altogether 264 students graduated in these courses including also General Medicine. Parallel to the extension of the above programs from 2007 the other faculties also started education in English. By 2017 more than 5000 foreign students from 109 countries study at the University of Debrecen. Now the Coordinating Center for International Education organizes the English programs and its duties, among many other responsibilities, include contracting with recruiting agents, organizing entrance examinations, caring for the incoming students with respect to visa, health control and insurance. The income from the tuition fees has increased during the years and now represent a significant portion of the University budget, therefore it allows the renovation and also the establishment of new facilities at the University to the benefit of students. Although the students of the English Programs have different cultural, political and religious background, they establish good relation with each other and with the students studying in Hungarian. In summary, as a result of the high standards in education in English the University of Debrecen became a well-known and important institution on the educational map of the world and our intention is to uphold and further develop this acquired status in the future.

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N.L., Shelenkova. "STUDY OF COPING STRATEGIES IN THE ADAPTATION OF THE FIRST YEAR STUDENTS." Scientific Journal of Kherson State University. Series: Psychological Sciences, no. 1 (April 3, 2019): 72–77. http://dx.doi.org/10.32999/ksu2312-3206/2019-1-11.

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Berisha, Milaim, and Murat Cilli. "Comparison of Eurofit Test Results of 11-17-Year- Old Male and Female Students in Kosovo." European Scientific Journal, ESJ 13, no. 31 (November 30, 2017): 138. http://dx.doi.org/10.19044/esj.2017.v13n31p138.

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This study aims to compare EuroFit test results of 11-17-year-old males and females in Kosovo. 742 students were included in the study. 347 females and 395 males were determined by random selection from the schools in urban and rural areas of all regions. Kosovo's general population rate (52% male 48% female) was considered when determining the proportion of male and female students. Anthropometric characteristics including height, weight, and Body Mass Index (BMI) of students and the motoric characteristics including the values obtained from the tests such as flamingo balance, plate tapping, sit and reach, standing broad jump, handgrip strength, sit-ups (30 sec), bent arm hang, 10x5m shuttle run and 20 m endurance were compared. As a result, there was no statistically significant difference between the anthropometric characteristics of male and female students in adolescence; however, it was observed that as the age increased, males became heavier and taller than females (p<0.05). In general, while there was no statistically significant difference between males and females in flamingo balance, plate tapping and sit and reach tests (p> 0.05), males were determined to be more successful than females in standing broad jump test, handgrip strength test, sit-ups (30 sec) and 20 m endurance tests (p<0.05). It is observed that students in Kosovo are more successful than the other countries regarding motoric tests such as the anthropometric characteristics, which are thought to be more related to genetics, and speed/agility of arms and legs. On the other hand, they are unsuccessful in comparison with other countries with regard to flexibility and endurance in tests which are thought to be influenced by factors such as lifestyle, nutrition, and training.

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HANDAYANI, MERLY. "PERSEPSI SISWA TENTANG MANIFESTASI TUGAS-TUGAS PERKEMBANGAN REMAJA SISWA KELAS XI SMA.NEGERI 11 SAMARINDA." Al-Din: Jurnal Dakwah dan Sosial Keagamaan 5, no. 1 (January 6, 2020): 101–17. http://dx.doi.org/10.35673/ajdsk.v5i1.574.

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AbstractYouth development tasks are tasks that arise at or around a certain period of individual life, but in reality not all students are familiar with developing youth development tasks. The formulation of the problem in this study is "What are the students' perceptions about the manifestation of the youth development tasks of class XI in SMA. Negeri 11 Samarinda 2014/2015 Academic Year". While the purpose of this study was to study students' perceptions about the manifestation of the task of developing class XI youth in SMA Negeri Negeri 11 Samarinda in the Year of Learning. This type of research is descriptive qualitative where the focus of research is students' perceptions about the manifestation of youth development tasks. This research was carried out in high school. Negeri 11 Samarinda with research participation was a class XI student at SMA Negeri 11 Samarinda in the 2014/2015 academic year that encouraged 144 students to become writers taking a sample of 75% of the total population, namely 108 students. The data collection method used was a questionnaire as the main method and documentation as a complementary method. While the data analysis technique was the interval and percentage formula. From the results of data management in 108 class XI students of SMA Negeri 11 Samarinda, 108 respondents, then 47 students of respondents had a good perception, with a percentage of 43.51%, 19 students had a very good perception, with a percentage of 17.59%, 36 students have a pretty good perception, however there are still students who have a bad perception that can be seen from the data above about 6 students or 5.55%. The results of the study showed that students' perceptions about the manifestation of youth development tasks, GOOD, because seen from 108 students as many as 47 students with a percentage of 43.51% had a GOOD perception about the manifestation of youth development tasks in SMA Negeri XI Samarinda.Keywords: Perception, Manifestation, Youth Branching

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Farrugia, Christine, and Ashley Villarreal. "International Student Mobility in the United States." International Higher Education, no. 71 (March 17, 2015): 13–15. http://dx.doi.org/10.6017/ihe.2013.71.6087.

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The number of globally mobile students has nearly doubled over the past ten years, from 2.1 million students in 2001 to 4.1 million students in 2011. According to Open Doors 2012: Report on International Educational Exchange, the U.S. hosted 764,795 international students in 2011/12, an increase of 3.7 percent from the previous year. International students in the U.S. now make up 19 percent of the world's globally mobile students, and as university campus enrollments grow, so does the proportion of students enrolling in them from abroad. The number of U.S. students studying abroad reached 273,996 in 2010/11, an increase of 1.3 percent over the prior year and an increase of 78 percent over the past ten years.

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Firoozabadi, A. "FC24-04 - Authoritarian personality traits in Iranian medical students." European Psychiatry 26, S2 (March 2011): 1949. http://dx.doi.org/10.1016/s0924-9338(11)73652-5.

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IntroductionAdorno and his colleagues made an attempt to describe the behavior of people in the pre-war era in Germany. Their research led to the introduction of F-scale which is used as a measurement for conservative and authoritarian attitudes.ObjectiveBy the use of F-scale, we tried to evaluate authoritarian traits in a group of Iranian medical students in Shiraz University of Medical Sciences. Socio-economic status of the present-day Iran is comparable to pre-war era in Germany.Method80 medical students (40 men and 40 women) in different years of education were randomly selected and evaluated by the questionnaire. By statistical analysis, authoritarian traits were compared between male and female students and also in different years of education (First year, 3rd year and internship).ResultsFemale students showed a higher score than the male students. Also, we found a trend for male students to become more authoritarian over time. For the female students an opposite trends was found.ConclusionThese results could be representative of different attitudes of male and female students toward authority related issues. Also, it could be in favor of different effects of education on authoritarian traits among the male and female.

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Amr, M., A. H. El-Gilany, and M. El-Wasify. "Stress in first-year Egyptian and Saudi female medical students: a cross cultural comparison." European Psychiatry 26, S2 (March 2011): 1583. http://dx.doi.org/10.1016/s0924-9338(11)73287-4.

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IntroductionCollege students, especially freshmen, are particularly prone to stress due to the transitional nature of college life. However most of studies in this context were conducted in Western Europe and North America with only few recent studies conducted in the Arab world. This study sought to determine whether there was a difference in perceived stress levels of female medical students at Mansoura University, Egypt, and King Faisal University, Saudi Arabia.MethodsThe sample consisted of first year female medical students. The self-reported questionnaire covered four categories, including 13 items, of sources of stress (stressors).Perceived stress scale and Hospital Anxiety and Depression Scale were used to measure stress, anxiety and depression.ResultsThere is no significant difference between the two groups regarding number of stressors. However, Saudi students were more likely to cite emotional problems, excessive workload and fear of future. The most common items in Egyptian students were financial and environmental problems. Prevalence of stress and clinical anxiety was higher in the Saudi sample. Logistic regression analyses of independent predictors of high level of stress among both groups combined were Saudi nationality, larger family size, clinical depression and clinical anxiety.ConclusionsPerceived stress and anxiety are frequent among Saudi students. This information could be useful in designing preventive mental health programs that should be an integral part of the routine clinical facilities caring for medical students to help them to cope with the increasing demands of medical education.

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Yusoff, M. S. B., A. F. Abdul Rahim, and M. J. Yaacob. "Depression among final year medical students in universiti sains malaysia (USM): associated, risk and determinant factors." European Psychiatry 26, S2 (March 2011): 706. http://dx.doi.org/10.1016/s0924-9338(11)72411-7.

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ObjectiveThis study interested in gathering data on the prevalence of depression and its contributing factors among final year medical students in USM.MethodsA cross-sectional study was done. A total of 187 final year medical students of the 2007/2008 batch were selected as in study subjects. The Malay Beck's Depression Inventory (M-BDI_ was administered to identify depressed students. Data were collected during housemanship course, one week after their final summative examination.ResultA total of 92 (49.2%) students responded to this survey. The percentage of depression among the students was 21.7%: approximately 19.5% with mild depression and 2.2% with moderate depression respectively. The mean M-BDI scores were found to be significantly increased among female medical students (p < 0.05), those in difficulties with peer and love relationships (p < 0.01), and those with poor general health status (p < 0.001). Logistic regression showed female students, those in difficulties with love relationship and those with poor general health were at higher risk to develop depression (X2 (df) = 26.59 (3), p < 0.001). Multi-factorial ANOVA analysis showed that two factors contribute to depression among final year medical students which were gender and general health status (F (df) = 5.934 (13), p < 0.001).ConclusionThe prevalence of depression among medical student was high. Female medical students, those in difficulties with love relationship, and poor general health status were at high risk to develop depression. Gender and general health status were determinant factors of depression among USM final year medical students.

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Çiğdem, Kahvecioglu, and Albay Faruk. "Investigation of the Aerobic and Power Anaerobic Powers of the Students in Secondary School in Turkey." Journal of Education and Learning 8, no. 4 (July 30, 2019): 235. http://dx.doi.org/10.5539/jel.v8n4p235.

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The aim of this study is to investigate the aerobic and anaerobic powers of students in different grades of the schools and describe the correlation between these powers. Upon the written approval of Samsun National Education Management, this study was carried out with the voluntary participation of 120 females and 120 males aged 11–16, who were healthy and were not active in sports. The total number of the subjects participating in the study was 240. The aerobic and anaerobic power tests of the subjects were determined through Cooper and Wingate tests respectively. All statistical calculations were evaluated through the SPSS 13 package program. The relationship between the aerobic and anaerobic powers of male and female students aged 11, 12, 13, 14, 15, and 16 was examined through Spearman correlation test. The correlations between anaerobic and aerobic powers of the subjects were as follows: 0.06 for 11-year-olds, 0.43 for 12-year-olds, 0.21 for 13-year-olds, 0.24 for 14-year-olds, 0.27 for 15-year-olds, and 0.12 for 16-year-olds in females while 0.13 for 11-year-olds, 0.01 for 12-year-olds, 0.13 for 13-year-olds, 0.43 for 14-year-olds, 0.23 for 15-year-olds, and 0.56 for 16-year-olds in males. In conclusion, no meaningful correlations between the anaerobic and aerobic powers of subjects were found.

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Martin, Andrew J. "The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation." Journal of Psychologists and Counsellors in Schools 11 (November 2001): 1–20. http://dx.doi.org/10.1017/s1037291100004301.

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This paper assesses the psychometric properties of the Student Motivation Scale, an instrument measuring school students' motivation. Motivation is assessed through nine measures, separated into what are referred to as boosters and guzzlers. Boosters are constructs that reflect adaptive motivation and guzzlers are constructs that reflect less adaptive motivation. Boosters are subsumed by thoughts (self-belief, learning focus, value of schooling) and behaviours (persistence and planning and monitoring). Guzzlers are subsumed by thoughts or feelings (low control and anxiety) and behaviours (avoidance and self-sabotage). Data show that the Student Motivation Scale has a clear factor structure reflecting the hypothesised five boosters and four guzzlers, is reliable, and correlated with achievement. Gender and year level differences also emerge: girls are significantly more learning focused and engage in more planning and monitoring than boys; girls are significantly more anxious than boys; Year 9 students are significantly lower than Year 10 and Year 11 students in learning focus, significantly higher than Year 11 students in avoidance, and significantly higher than Year 10 and Year 11 students in self-sabotage. Strategies for intervention are discussed in the context of these findings and the issue of academic resilience is introduced as an additional aspect of motivation that the Student Motivation Scale is able to assess.

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Journal articles on the topic 'Year 11 students'

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