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1
Law, Helen. "Why do adolescent boys dominate advanced mathematics subjects in the final year of secondary school in Australia?" Australian Journal of Education 62, no. 2 (July 23, 2018): 169–91. http://dx.doi.org/10.1177/0004944118776458.
Повний текст джерелаАнотація:
In Australia, many students, especially girls, choose not to study advanced mathematics in Year 12 even though their schools offer relevant subjects. Previous studies have rarely examined, using nationally representative samples of Australian students, the extent to which teenage educational experiences and occupational expectations influence gender differences in later pursuits of advanced mathematics subjects. To fill this gap, I use multilevel logistic regression models to analyse the data from the 2003 cohort of the Longitudinal Survey of Australian Youth. My results show that students’ mathematics achievement, occupational expectations and self-assessed mathematical competence are crucial in explaining why boys are considerably more likely than girls to enrol in advanced mathematics subjects. The gender gap would decrease greatly if girls were as likely as boys to perform well in mathematics, to aspire to mathematically intensive careers and to have more confidence in their mathematical abilities when they were 15 years old.
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Sobkin, V. S., and T. A. Lykova. "The Prevalence of Tattoos among Students of Secondary Schools: Sociopsychological Aspects." Психологическая наука и образование 26, no. 5 (2021): 101–15. http://dx.doi.org/10.17759/pse.2021260508.
Повний текст джерелаАнотація:
The article focuses on the following issues: the prevalence of tattoos among adolescents; gender and age characteristics of their motivation for tattooing; the specifics of social behavior of adolescents with tattoos; and the occurrence of tattoos among adolescents with deviant behavior. The sample consisted of 32714 students of grades 7—11, of which 1517 people confirmed having images on the body. The data was collected using an anonymous questionnaire survey. It is shown that with the transition from elementary school to high school the proportion of students with tattoos increases. At the same time, the intensity of familiarization with the tattoo culture in high school age among girls is higher than among boys. The article describes the value and motivational attitudes that determine the role of tattoos as a symbolic means of manifestation of a teenager’s attitude to sexual challenges. As it is revealed, in early adolescence the desire to get a tattoo is determined mainly by self-assertion and the search for group identity. By 9th grade, a tattoo is more often used to express individuality. In general, teenagers with tattoos have lower academic performance and are less likely to comply with school rules. Such abnormal behavior of teenagers with tattoos and their aspirations for social leadership cause bullying from classmates. It was found that deviant forms of behavior, such as profanity, alcohol and drug use, fighting, are much more common among students with tattoos. Tattoos are analyzed as a means of symbolic expression of belonging to a certain type of teenage subculture.
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Alua, M. A., J. Agalga, and M. Akamba. "THE JOURNEY SO FAR IN SENIOR HIGH SCHOOL ENROLMENT OF GIRLS AND PERFORMANCE IN GHANA: THE CASE OF KASSENA-NANKANA EAST MUNICIPALITY." UDS International Journal of Development 9, no. 1 (August 16, 2022): 711–24. http://dx.doi.org/10.47740/544.udsijd6i.
Повний текст джерелаАнотація:
Empowering the girl child has long been the goal of many countries especially countries hard hit by gender disparity in education. Ghana, just like other countries in sub-Saharan Africa, has implemented policies to help address gender disparity in education. This study sought to assess factors that limit female enrolment and performance despite policies and programmes put in place to solve gender disparity in education. Using a quantitative research approach, questionnaires were administered to 1,070 students and 170 teachers. Secondary data on enrolment and performance were also acquired from the Kassena-Nankana East Municipal office of the Ghana Education Service. The study revealed that though enrolment in senior high schools increased for both boys and girls from 2010/2011 to 2019/2020 academic years, girls still lagged behind boys in enrolment and performed inversely in the West African Senior School Certificate Examination. Poor parental control, peer pressure, teenage pregnancy, poverty, early marriage and betrothal, and gender roles, still have significant effects on female enrolment. Access to money for upkeep affects the concentration of girls in school while policies and programmes put in place to help address gender disparity, are riddled with limitations. The way forward is to ensure that policies meet their goals as well as encouraging girls to take education serious through initiatives such as rewarding brilliant students and enhancing mentorship in schools. Keywords: Girl child, Enrolment, Performance, Senior high school, Challenges.
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Sargin, Nurten. "The Relationship Between the Secondary School Students' Depression States and Their Feelings of Guilt and Shame." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 31–40. http://dx.doi.org/10.1375/ajgc.20.1.31.
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AbstractAdolescence is believed to be a highly problematic period when depression is prevalent. This study aims to investigate the relationship between adolescents' depression states and their feelings of guilt and shame in respect to gender, age, school performance and parental education levels. The participants consisted of 187 teenagers; 88 (47.1%) girls and 99 (52.9%) boys. Beck's Depression Inventory (BDI), the Guilt and Shame Scale (GES, Şahin), and a personal information form developed by the researcher were used as instruments. The study found a relationship between guilt and shame, that levels of depression were higher in 17-year-olds, and also that levels of depression, guilt and shame were found to be higher in girls than in boys. There was also a negative relationship seen between increased guilt and shame, and a decrease in mothers' education level.
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Rivas-Rivero, Esther, Alejandro Viuda-Serrano, and Mirian Checa-Romero. "Actitudes hacia la Igualdad en Adolescentes de Castilla-La Mancha: Diferencias según Género y Nacionalidad." Revista de Investigación Educativa 41, no. 1 (January 9, 2023): 125–42. http://dx.doi.org/10.6018/rie.498151.
Повний текст джерелаАнотація:
Using a quantitative methodology and an ex-post-facto design, the present study analyzes the differences in the perception of gender roles assumed by teenage boys and girls, investigating their acceptance of gendered beliefs according to their country of origin. To do so, the study utilizes the Scale of Student Attitudes towards Gender Equality (García-Pérez et al., 2010) in a sample of 1,826 adolescents of different nationalities (of Spanish, non-Spanish European, Maghrebi, and Latin American origin) enrolled in Secondary Education Schools in Castilla- La Mancha. Results reveal that boys show a greater acceptance of these beliefs than girls, with significant differences in the three dimensions examined (sociocultural, relational, and personal facets). This willingness to accept gender roles is particularly conspicuous in the group of Latin American and Maghrebi male adolescents, whereas no relevant differences have been detected between women, who rather hold more egalitarian beliefs regardless of cultural origin. El presente estudio, de metodología cuantitativa y diseño ex-post-facto, tiene como objetivo analizar las diferencias en la percepción de los roles de género asumidos por chicos y chicas, así como conocer la aceptación de estas creencias en función de la procedencia u origen, utilizando la Escala de Actitudes del Alumnado hacia la Igualdad de Género (García-Pérez et al., 2010) en una muestra de 1,826 adolescentes de distintas nacionalidades (procedencia española, europea no española, magrebí, latinoamericana) escolarizados en Centros Educativos de Educación Secundaria de Castilla-La Mancha. Los chicos presentan mayor aceptación hacia estas creencias que las chicas con diferencias significativas en las tres dimensiones analizadas (plano sociocultural, relacional y personal). Se encontró una mayor aceptación de esos roles de género en el grupo de adolescentes latinoamericanos y magrebíes respecto al de europeos y españoles. No se dieron diferencias entre el grupo de las mujeres, encontrándose creencias más igualitarias independientemente de la procedencia cultural.
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James, Michaela, Danielle Christian, Samantha Scott, Charlotte Todd, Gareth Stratton, Joanne Demmler, Sarah McCoubrey, et al. "Predictors of cardiovascular health in teenagers (aged 13–14 years): a cross-sectional study linked with routine data." Open Heart 6, no. 2 (October 2019): e001147. http://dx.doi.org/10.1136/openhrt-2019-001147.
Повний текст джерелаАнотація:
ObjectiveTo examine the predictors of cardiovascular health in teenagers (aged 13–14 years).MethodsMeasures of arterial stiffness (augmentation index (AIx)), blood pressure and cardiovascular fitness were taken from 234 teenage children (n=152 boys) and subsequently linked to routine data (birth and general practice records, education data and hospital admission data). Deprivation at school and at individual level was measured at birth, at 1 year old, at 13 years old and at secondary school using the Welsh Index of Multiple Deprivation. Multivariate regression analysis determined associations between routinely collected data and cardiovascular measures.ResultsTeenagers had higher AIx (2.41 (95% CI 1.10 to 3.72)), ran fewer metres (−130.08 m (95% CI −234.35 to −25.78)) in the Cooper Run Test if they attended a more deprived school. However, higher individual level deprivation was associated with greater fitness (199.38 m (95% CI 83.90 to 314.84)). Higher systolic blood pressure was observed in first born children (10.23 mm Hg (95% CI 1.58 to 18.88)) and in those who were never breastfed (4.77 mm Hg (95% CI 1.10 to 8.42)).ConclusionsImproving heart health in deprived areas requires multilevel action across childhood namely, active play and programmes that promote physical activity and fitness and, the promotion of breastfeeding. Recognition of the important early indicators and determinants of cardiovascular health supports further development of the evidence base to encourage policy-makers to implement preventative measures in young people.
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Nyothach, Elizabeth, Eleanor Ambrose, Anna M. Van Eijk, David Obor, Linda Mason, Clifford Oduor, Garazi Zulaika, Kayla F. Laserson, and Penelope A. Phillips Howard. "Pregnancy and marriage among teenage schoolgirls in rural western Kenya; a secondary analysis of a menstrual solution feasibility COHORT study." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 10, no. 9 (August 26, 2021): 3277. http://dx.doi.org/10.18203/2320-1770.ijrcog20213440.
Повний текст джерелаАнотація:
Background: Adolescent pregnancy increases the risk of adverse health outcomes, social stigma, loss of education and employment, and early marriage. Research characterising at risk girls will inform targeting of effective interventions.Methods: Risk characteristics for adolescent pregnancy were evaluated in schoolgirls aged 14-16 years as a secondary analysis in a longitudinal study evaluating menstrual products in 30 primary schools in rural western Kenya. Characteristics of participants were collected at baseline and follow-up. Descriptive and multivariate analysis were conducted.Results: Of 766 girls enrolled into the study, aged 14-16 years and followed over a school year, 53 (7%) were or became pregnant, with three (6%) neonatal deaths reported. Girls with the lowest compared with the highest socio-economic status had 2.5-fold higher risk of pregnancy (13.1% vs 5.0%: adjusted risk ratio (aRR) 2.48, confidence limits 1.32-4.64). Girls reporting early menarche (<13 years) had a 2.5-fold higher risk of pregnancy (aRR 2.61, 1.38-4.92), while those happy in school had a reduced risk (aRR 0.60, 0.34-1.04). Age, presence of parents, and being harassed by boys or men were not associated with pregnancy risk. Twenty-two girls (2.9%) married by the study end. Marriage was significantly associated with pregnancy (aRR 13.44, 5.50-32.83) and a history of sex at baseline (3.15, 1.55-6.38). All but two girls dropped out of school when pregnant with only five girls returning after delivery.Conclusions:Pregnancy leading to school dropout and child marriage remains an urgent public health concern among teenage girls in rural Kenya. Interventions are needed to enable schoolgirls to reach their educational potential.
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Davidova, Ludmila N., and Kirill N. Firsov. "Specifics of Teenagers’ Aggressive Behavior in Extracurricular Team and Game Activity." Integration of Education 24, no. 1 (March 31, 2020): 144–58. http://dx.doi.org/10.15507/1991-9468.098.024.202001.144-158.
Повний текст джерелаАнотація:
Introduction. Behavioral stereotypes learned in adolescence in the absence of self-control skills of aggressive behavior can lead to the formation of a stable destructive model of younger generation’s behavior, which destructively affects society. The purpose of the article is to study the specificity of manifestation of adolescents’ aggressive behavior in after-school team-game activities. The relevance of the article is determined by the significance of manifestations of adolescents’ aggressive behavior for the formation of selfcontrol skills of aggressive behavior and their insufficient knowledge of extracurricular team-game activities. Materials and Methods. The study was conducted on the basis of a survey aimed at identifying the patterns of adolescents’ aggressive behavior. To study the problem, a stating experiment was carried out, in which 456 teenage schoolchildren took part. The results were processed using the Kolmogorov – Smirnov criterion and the Mann – Whitney criterion. The calculations were performed using the IBM SPSS Statistics 21 software. Results. The findings showed that, compared with peers, adolescents participating in extracurricular teamgame activities have more evident indicators of physical, indirect aggression and negativity. The level of aggressiveness index, irritability and suspicion in the studied adolescents was lower compared to adolescents not involved in extracurricular activities. Differentiation of the characteristics of adolescents’ aggressive behavior in extracurricular team-game activities was revealed. Compared to their peers, teenage boys engaged in team-game activity showed lower values of the aggressiveness index, they are less irritable, suspicious and hostile, but they demonstrate greater physical aggression, including in its direct form. In turn, adolescent girls engaged in team-game activities are more likely to show physical and indirect aggression, negativity and resentment, and also show lower values of the index of aggressiveness and suspicion, they are less likely to show verbal aggression, but the degree of expression of direct verbal aggression is slightly higher among peers. Discussion and Conclusion.The performed study advocated the concept of specificity of adolescents’ aggressive manifestations in extracurricular team-game activities. The obtained results contribute to the development of the theory of aggressive behavior. This article may be useful to researchers and practitioners involved in organizing extracurricular activities of schoolchildren at a secondary school, as well as in conditions of socio-cultural recreation.
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Cussó-Calabuig, Roser, Xavier Carrera Farran, and Xavier Bosch-Capblanch. "Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers." Journal of Information Technology Education: Research 16 (2017): 411–35. http://dx.doi.org/10.28945/3879.
Повний текст джерелаАнотація:
Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect.
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Setlhare, Kesegofetse, and Sobia Rafi. "Presenting Symptoms of Undiagnosed Autism Spectrum Disorder Among Young Boys and Girls in Community CAMHS Between 2018–2019." BJPsych Open 8, S1 (June 2022): S172—S173. http://dx.doi.org/10.1192/bjo.2022.482.
Повний текст джерелаАнотація:
AimsThough Autism Spectrum Disorder (ASD) is a common childhood neurodevelopmental disorders, the literature on presentation of undiagnosed ASD in Consultant Child and Adolescent Mental Health Services, (CAMHS) is scarce. The aim of the study was to look at symptoms at presentation among boys and girls in CAMHS, compare the symptom profile between the two genders, establish the main referral and assessment pathways and interventions employed after diagnosisMethodsThis was a retrospective review of patients’ files referred to ASD Walsall CAHMS Clinic conducted in February 2021. A random sample size of 44 boys and girls equally distributed from the ASD database was selected randomly from the completed ASD assessment list, the equal distribution between genders was intentional. We looked at presenting symptoms reported on the referral letters, assessments in CAMHS, and interventions outlined from ASD outcome letters of all subjects with completed ASD assessment, in age groups 7–18 years.ResultsAcross genders, most patients presented in the teenage years with common age of presentation seen at ages 15 and 17, both at 15.9% and mean age being 13 years. Ninety-five percent of patients were in school at the time of referral. Only 4.5% of patient were referred through crisis and the rest through local GP. A variety of presenting symptoms were seen, with the majority of the patients presenting with social and communication difficulties (77.3%), under /overreaction to sensory stimuli (63.6%) and anxiety (61.4%). 9.1% of patients had a family history of ASD. 100% of assessments included ADOS, SALT and neurodevelopmental assessment. 77.3% of patients were referred to support groups like living with ASD parent support groups. Along with CAMHS, education (97.7%) was the main agency involved in the care of these patients. In 44.2% of patients, EHCP was requested or already in place. The in between gender comparison also showed that although most symptoms were similar in both groups, some such as self-harm were higher among girls (27.3%) as compared to boys (13.6%) as well as obsessional symptoms which were more common in boys (63.3%) as compared to girls (27.3%).ConclusionUndiagnosed ASD presents with a wide variety of symptoms amongst boys and girls. Previous UK studies have shown an earlier presentation of ASD and which is contrary to our findings demonstrating a much later presentation. Therefore, we recommend referrers to be aware of the varied presentations and have a lower threshold for referral to secondary services to aid quicker ASD diagnosis and management.
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Radman, Ivan, Maroje Sorić, and Marjeta Mišigoj-Duraković. "Prevalence of Key Modifiable Cardiovascular Risk Factors among Urban Adolescents: The CRO-PALS Study." International Journal of Environmental Research and Public Health 17, no. 9 (May 2, 2020): 3162. http://dx.doi.org/10.3390/ijerph17093162.
Повний текст джерелаАнотація:
The occurrence of chronic diseases in youth has become a serious global issue requiring early prevention. Due to the specific environment in large cities, urban youth are especially exposed to risky lifestyle patterns. Objective: This survey aimed to determine the prevalence of key modifiable cardiovascular risk factors in the adolescent population of the Croatian capital Zagreb. Methods: A clustered two-stage random sample design was employed to select a representative group of 903 adolescents (girls n = 444; boys n = 459; age 15.6 ± 0.4) starting their secondary education. Participants were invited to fulfil an electronic questionnaire meant to collect data on daily physical activity, screen time and tobacco use. In addition, anthropometric and blood pressure measurements were taken by medically trained personnel. Data that were not originally categorical were dichotomized based on internationally accepted cut-off values for each risk factor, summarized for females and males, and presented as percentages and 95% confidence intervals. Results: The outcomes suggest that that more than one half did not meet the recommended daily physical activity (girls 59.4%; boys 45.5%), while about one quarter exceeded 2 h of screen time per day and had high blood pressure (girls 26.6% and 21.6%; boys 27.0% and 27.0%, respectively). Moreover, the results indicated nearly one fifth of adolescents had excess weight (girls 16.1%; boys 22.2%) and a similar proportion smoked tobacco (girls 20.8%; boys 17.0%). Conclusions: Local and regional health stakeholders should make additional efforts to promote healthy lifestyles in urban teenagers. Special emphasis should be placed on promoting physical activity.
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SIMON, A. E., J. WARDLE, M. J. JARVIS, N. STEGGLES, and M. CARTWRIGHT. "Examining the relationship between pubertal stage, adolescent health behaviours and stress." Psychological Medicine 33, no. 8 (October 30, 2003): 1369–79. http://dx.doi.org/10.1017/s0033291703008390.
Повний текст джерелаАнотація:
Background. This paper examines the associations between puberty and three important health behaviours (smoking, food intake and exercise) and explores whether these associations are mediated by puberty's relationship to stress and psychological difficulties.Method. Data were taken from the first year of the ongoing, 5-year, Health and Behaviours in Teenagers Study (HABITS). This is a school-based study set in 36 schools in London. In the first year of the study, 4320 students (2578 boys, 1742 girls) in their first year of secondary education took part.Results. Among girls, being more pubertally advanced was associated with a greater likelihood of having tried smoking. Among boys, being more pubertally advanced was associated with a greater likelihood of having tried smoking, a higher intake of high-fat food and higher levels of exercise. More pubertally advanced girls experienced more stress but not more psychological difficulties. There were no associations between puberty and either stress or psychological difficulties in boys. Stress and psychological difficulties were associated with health behaviours in girls and boys, but neither of these factors mediated the relationship between pubertal stage and health behaviours found in girls.Conclusions. These results suggest that the onset of puberty has a marked effect on the development of health behaviours. Puberty was related to an acceleration of the development of unhealthy behaviours, except for exercise behaviour in boys, where advanced puberty was associated with more exercise. These changes were unrelated to adolescent issues of stress and a causal explanation for these associations must be sought elsewhere.
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Viejo, Carmen, Noemí Toledano, and Rosario Ortega-Ruiz. "Romantic Competence and Adolescent Courtship: The Multidimensional Nature of the Construct and Differences by Age and Gender." International Journal of Environmental Research and Public Health 17, no. 14 (July 20, 2020): 5223. http://dx.doi.org/10.3390/ijerph17145223.
Повний текст джерелаАнотація:
Adolescent courtship is emerging as an important developmental process which impacts social balance and adjustment in the teenage years. Both the cultural context and different individual competencies seem to determine the success or failure of this process. However, there is little research focusing on the direct relationship between interpersonal skills and adolescent courtship, possibly due to the lack of suitable instruments to measure it. This study takes this process further by adapting a multifactorial measurement of Interpersonal Competence to the framework of adolescent courtship (Adolescent Interpersonal Competence Questionnaire for Courtship (AICQc)), and by analyzing these skills according to gender and age. A total of 1584 adolescents (48.9% girls and 51.1% boys) between the ages of 12 and 17 who were in compulsory secondary education participated in the study. Based on the factor model proposed by Buhrmester et al., the Confirmatory Factor Analysis showed the validity of the instrument and a high internal consistency for five independent domains of competence: (a) initiating relationships; (b) assertiveness and the ability to say no; (c) self-disclosure; (d) providing emotional support; and (e) resolving conflicts. Age, as measured by the school year, was found to be a key factor in this regard. The results are discussed in terms of assessing interpersonal competence for relationships. There has been little research into this type of interpersonal competence and it is a key factor in facing the important developmental task for first-time couples of choosing a partner and managing adolescent courtship.
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Lohan, Maria, Áine Aventin, Lisa Maguire, Rhonda Curran, Clíona McDowell, Ashley Agus, Cam Donaldson, et al. "Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland." Public Health Research 5, no. 1 (March 2017): 1–344. http://dx.doi.org/10.3310/phr05010.
Повний текст джерелаАнотація:
BackgroundAdolescent men have a vital yet neglected role in reducing unintended teenage pregnancy (UTP). There is a need for gender-sensitive educational interventions.ObjectivesTo determine the value and feasibility of conducting an effectiveness trial of theIf I Were JackRelationship and Sexuality Education (RSE) intervention in a convenience quota sample of post-primary schools in Northern Ireland. Secondary objectives were to assess acceptability to schools, pupils (male/female, aged 14–15 years) and parents/guardians; to identify optimal delivery structures and systems; to establish participation rates and reach, including equality of engagement of different socioeconomic and religious types; to assess trial recruitment and retention rates; to assess variation in normal RSE practice; to refine survey instruments; to assess differences in outcomes for male and female pupils; to identify potential effect sizes that might be detected in an effectiveness trial and estimate appropriate sample size for that trial; and to identify costs of delivery and pilot methods for assessing cost-effectiveness.DesignCluster randomised Phase II feasibility trial with an embedded process and economic evaluation.InterventionA teacher-delivered classroom-based RSE resource – an interactive video drama (IVD) with classroom materials, teacher training and an information session for parents – to immerse young people in a hypothetical scenario of Jack, a teenager whose girlfriend is unintentionally pregnant. It addresses gender inequalities in RSE by focusing on young men and is designed to increase intentions to avoid UTP by encouraging young people to delay sexual intercourse and to use contraception consistently in sexual relationships.Main outcome measuresAbstinence from sexual intercourse (delaying initiation of sex or returning to abstinence) or avoidance of unprotected sexual intercourse (consistent correct use of contraception). Secondary outcomes included Knowledge, Attitudes, Skills and Intentions.ResultsThe intervention proved acceptable to schools, pupils and parents, as evidenced through positive process evaluation. One minor refinement to the parental component was required, namely the replacement of the teacher-led face-to-face information session for parents by online videos designed to deliver the intervention to parents/guardians into their home. School recruitment was successful (target 25%, achieved 38%). No school dropped out. Pupil retention was successful (target 85%, achieved 93%). The between-group difference in incidence of unprotected sex of 1.3% (95% confidence interval 0.55% to 2.2%) by 9 months demonstrated an effect size consistent with those reported to have had meaningful impact on UTP rates (resulting in an achievable sample size of 66 schools at Phase III). Survey instruments showed high acceptability and reliability of measures (Cronbach’s alpha: 0.5–0.7). Economic evaluation at Phase III is feasible because it was possible to (1) identify costs of deliveringIf I Were Jack(mean cost per pupil, including training of teachers, was calculated as £13.66); and (2) develop a framework for assessing cost-effectiveness.ConclusionTrial methods were appropriate, and recruitment and retention of schools and pupils was satisfactory, successfully demonstrating all criteria for progression to a main trial. The perceived value of culture- and gender-sensitive public health interventions has been highlighted.Future workProgression to a Phase III effectiveness trial.Trial registrationCurrent Controlled Trials ISRCTN99459996.FundingThis project was funded by the NIHR Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 1. See the NIHR Journals Library website for further project information.
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Tavares, Carlos Mendes, Néia Schor, Ivan França Junior, and Simone Grilo Diniz. "Factors associated with sexual initiation and condom use among adolescents on Santiago Island, Cape Verde, West Africa." Cadernos de Saúde Pública 25, no. 9 (September 2009): 1969–80. http://dx.doi.org/10.1590/s0102-311x2009000900011.
Повний текст джерелаАнотація:
The current study focuses on factors associated with sexual initiation and condom use among teenagers on Santiago Island, Cape Verde, according to gender. This was a representative, probabilistic sample of 13-to-17-year-olds (n = 768) attending public secondary schools on Santiago Island in 2007. Associations were tested by test of proportion, Pearson's chi-square, or Fisher's exact test and logistic regression. Factors related to sexual initiation among boys were: age over 14 years, Catholic religion, and alcohol consumption. For girls, the factors included: > 9 years of schooling and involvement in an affective-sexual relationship. Unlike other Sub-Saharan countries, this study showed a high prevalence of condom use during initial sexual activity. Adolescents are able to safely begin sexually active life if they have access to information, sex education, and other STD prevention and contraceptive methods. This study provides insights on the development of policies to reduce the vulnerability of the young population to STD/AIDS and the limits and challenges related to the promotion of condom use and sex education, focusing on unequal gender relations.
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Maassen, Erard H., and Johannes A. Landsheer. "PEER-PERCEIVED SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT OF LOW-LEVEL EDUCATED YOUNG ADOLESCENTS." Social Behavior and Personality: an international journal 28, no. 1 (January 1, 2000): 29–39. http://dx.doi.org/10.2224/sbp.2000.28.1.29.
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This study focuses on the relationship between peer-rated social competence and academic success among teenagers of the lowest level of Dutch general secondary education. At this educational level, an uninterested or even a mildly depreciative attitude toward academic achievements is anticipated. As a result, it is expected that the relationship between academic performance and peer-perceived social competence should be void or even negative. A questionnaire was administered to a sample of 157 youths, 76 boys and 81 girls between 14 and 17 years. This sample showed a predominantly negative attitude toward academic achievements. The correlations between peer-rated social competence and various measures of academic competence were void or even negative. A significant negative correlation is found with respect to achievements in mathematics and physics. The poorest school achievements are found among a small category of children who have received mainly neutral peer-judgments of social competence.
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Česnavičienė, Jūratė, and Vida Gudžinskienė. "EDUCATION OF 5TH–8TH FORM SCHOOL LEARNERS IN THE FIELD OF HEALTH PROMOTION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 3 (November 10, 2006): 16–23. http://dx.doi.org/10.48127/gu-nse/06.3.16b.
Повний текст джерелаАнотація:
The aim of this work was to investigate peculiarities of the life style of younger teenagers, main factors influencing their life style, and integration of the content of health promotion into educational system. This paper deals with education of 5th–8th form school learners in the field of health promotion. The analysis of health promotion in lessons of different subjects taught in secondary schools is presented. The research was conducted in 2003–2006 in various secondary schools all over Lithuania. The method of anonymous questionnaire was applied. The research involved school learners of 5th, 6th, 7th and 8th forms: 545 boys and 731 girls. The total sample of school learners involved in the research was 1276. According to the opinion of teenagers, their life style is mostly influenced by the life style of their parents and family. The biggest attention to the health promotion is paid during lessons of natural sciences, physical culture and technologies. Most frequently school learners study problems of healthy nourishment, communication and interaction, drug and smoking prevention. More than a third of the respondents indicated absence of issues related to the mental health, stress management, sexual compulsion and tooth care. More than half of the school learners indicated lack of discussions related with prevention of heart diseases, cancer, and allergies. Most frequently, health promotion–related problems are integrated into all disciplines thought at school. Applying this model, teachers of all subjects are responsible for implementation of the programme and school learners can promptly get answers to relevant questions. However, the main imperfection of this method is difficulties in co-ordination of the programme implementation. There frequently occur cases when the same topic (e.g., healthy nourishment) is analysed during the lessons of several subjects (e. g., biology, technology, foreign language), whereas some important problems, requiring special knowledge of a teacher (e. g., stress management, sexual education) are usually neglected. Successful implementation of the health promotion programme can be achieved employing an integrated educational model and a specially appointed person can administer co-ordination of teachers of different study subjects. Keywords: 5th–8th form school learners, health education, health competency.
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Shareef, Jannath. "Transition Experiences of Maldivian Students: Moving from GCSEs to Advanced Level Studies." International Journal of Social Research and Innovation 5, no. 1 (October 10, 2021): 1–26. http://dx.doi.org/10.55712/ijsri.v5i1.28.
Повний текст джерелаАнотація:
The aim of this narrative enquiry was to explore the transition experiences of Maldivian teenagers as they transition from GCSE to Advanced Level Studies. Ten recent alumni of a higher secondary school in Male’ were selected based on purposive sampling to represent a wide range of experiences and challenges. Data was collected in 2018, using one on one, face-to-face, semi-structured interviews, and focus group discussions with boys and girls separately. This paper chronicles their transition experiences in four inter-dependent domains (1) preparedness, (2) fitting in, making friends and belonging, (3) personal grit, and formal and informal support available to meet the higher demands of advanced level studies, and (4) intense pressures the students experienced due to the social structural forces and inequalities which underline their higher secondary education experience as they work toward competitive scholarships for higher studies. Poverty, living away from home communities, lack of effective communication between parents and children, and lack of supportive mentoring relationships between teachers and students negatively influenced the transition experience. Poverty, lack of time management and independent study skills were the most important factors in failure to succeed. The findings of this study have implications for policy level change to ensure higher secondary school students are provided the support required to succeed in their studies.
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Rean, Artur A., and Ivan A. Konovalov. "Indicators of Parent-Child Relationships in the Context of Various Socio-Demographic Parameters." Integration of Education 24, no. 3 (September 30, 2020): 433–52. http://dx.doi.org/10.15507/1991-9468.100.024.202003.433-452.
Повний текст джерелаАнотація:
Introduction. The article is dedicated to the problem of child-parent relationships (acceptance and behavior control practices by fathers). The context of modern family trends and various socio-demographic indicators of family life in the Russian Federation is also significant. The main hypothesis of the article: the indicators of acceptance and overprotection by fathers (in full families) differ in the context of such variables as a gender of the respondent, number of children in the family, and type of settlement in which the family lives. Materials and Methods. The study was conducted in public secondary schools in eight regions of the Russian Federation. For data collection, an online survey was used. The sample consisted of 3 526 respondents from full families (57 % female). The mean age of the respondents was 16 years. Data analysis was carried out using the following statistical processing methods: Kruskal-Wallis test, multiple linear regressions. Results. It was found that girls statistically higher evaluate perceived indicators of “care” and “overprotection” by fathers than boys. It was also found that respondents from v illages, urban settlements, and small towns (less than 100 thousand people) statistically higher evaluate perceived indicators of control (“overprotection”) by fathers. In families with a large number of children (3 or more) from cities with a high population (more than 500000), the indicators of perceived overprotection by the father are lower. Discussion and Conclusion. Results allow us to put forward an assumption that practices of adolescents’ behavior control by fathers differ (in the Russian Federation) in the context of locality (size of the population) in which the family lives. It is also worth noting that the acceptance of a teenager by parents is largely dependent on the psychological characteristics of interaction inside the family, while indicators of overprotection (and control practices) are significantly associated with environmental factors. The results are of interest in the context of family and youth policy agenda.
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Korotaeva, A. I., and M. Yu Kuzmin. "SPECIFIC FEATURES OF SOCIO-PSYCHOLOGICAL ADAPTATION OF SCHOOLCHILDREN WITH DIFFERENT GENDER IDENTITIES." Pedagogical IMAGE 14, no. 4 (2020): 729–42. http://dx.doi.org/10.32343/2409-5052-2020-14-4-729-742.
Повний текст джерелаАнотація:
Introduction. The paper focuses on the social and psychological adaptation of younger schoolchildren and adolescents with different gender identities. The study aims to investigate specific features of the socio-psychological adaptation of schoolchildren with various gender identities. Materials and methods. The study involved 153 students (the 4th and 6th grades of a general education school, including girls and boys, single-sex and coeducational classes). A group of class teachers (6 subjects) was additionally involved. We used: Phillips school anxiety test, a scheme for observing the adaptation and effectiveness of students’ learning activities by E. M. Alexandrovskaya and St. Grombach, the questionnaire of A. I. Zakharov “Identification of the child with the parents.” The obtained data were processed using the Spearman correlation coefficient, Pearson χ² test, and Mann-Whitney U-test. Results. The findings indicate that at various ages, the subjects with different gender identities will have their conditions for more successful socio-psychological adaptation. The study has revealed the differences in the relationships between gender identity and socio-psychological adaptation, and the characteristics of younger schoolchildren and adolescents studying in single-sex and coeducational classes. Conclusion. The results of the study can be used to design individual educational routes in secondary schools. Keywords: socio-psychological adaptation, gender identity, primary school children and teenagers.
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Grao-Cruces, Alberto, Alberto Nuviala, and Antonio Fernández-Martínez. "Valoración del programa Escuelas Deportivas: Composición corporal, actividad física y capacidad aeróbica en adolescentes (Assessment of the Sport Schools program: Body composition, physical activity and cardiorespiratory fitness in adolescents)." Retos, no. 27 (March 5, 2015): 105–8. http://dx.doi.org/10.47197/retos.v0i27.34357.
Повний текст джерелаАнотація:
Escuelas Deportivas es un proyecto educativo de actividad física (AF) extraescolar, implementado por la Junta de Andalucía (España) para fomentar la AF y prevenir la obesidad escolar. El objetivo del estudio fue observar cambios en la composición corporal, niveles de AF y capacidad aeróbica durante la aplicación del programa Escuelas Deportivas en un curso escolar (2011/2012). Estudio no experimental, con medidas al inicio y al final del curso citado. En él participaron 1713 adolescentes (12-16 años) que cursaban educación secundaria en Andalucía. Índice de masa corporal y capacidad aeróbica fueron evaluados con medidas objetivas, AF mediante un cuestionario previamente validado. El programa Escuelas Deportivas tuvo mayor aceptación entre los adolescentes varones y entre los adolescentes de ambos sexos que fueron más activos y obtuvieron mayor puntuación en la prueba de capacidad aeróbica. Durante su aplicación, se observó un descenso de los niveles de AF y capacidad aeróbica de las chicas que sólo fue significativo entre aquellas que no participaron en el programa.Palabras clave. Adolescente, condición física, educación física, ejercicio, programas extraescolares, promoción de la salud.Abstract. Sport Schools is an educational project of after-school physical activity (PA) developed by the Andalusian Government (Spain) to promote PA and to prevent the obesity among school-aged children. The aim of this study was to observe changes in body composition, PA levels, and cardiorespiratory fitness during application of the Sport Schools program in one school year (2011/2012). Non-experimental study design with measures taken at the beginning and at the end of the mentioned school year. The sample was 1713 teenagers (12-16 yr.) who were attending secondary education in Andalusia (Spain). Body mass index and cardiorespiratory fitness were evaluated with objective measures, PA using a validated questionnaire. The Sport Schools program had greater acceptance among boys than girls, and among the adolescents of both sexes with higher levels of PA and cardiorespiratory fitness than those with lower levels of this variables. During their implementation, we observed a decrease of PA levels and cardiorespiratory fitness in girls that was significant among those who did not participated in the program. Suggestions for improvement are offered in the Discussion section.Key words. After-school programs, exercise, health promotion, physical education, physical fitness, teenager.
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Engebretson, Kath. "Teenage boys, spirituality and religion." International Journal of Children's Spirituality 9, no. 3 (December 2004): 263–78. http://dx.doi.org/10.1080/1364436042000292185.
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Wals,, Francisca, Eva M. Romera*, and Carmen Viejo. "Influencia de la auto-eficacia social y el apoyo social en la calidad de las relaciones de pareja adolescentes." Psychology, Society, & Education 7, no. 1 (May 1, 2015): 71. http://dx.doi.org/10.25115/psye.v7i1.541.
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Resumen: Este estudio analiza las características de las relaciones de pareja adolescentes y la influencia que tiene la auto-eficacia social y el apoyo social en su calidad. un total de 209 estudiantes (49.3% chicos) de entre 12-18 años (X=14.28; D.T=1.21), escolarizados en tres centros de Educación Secundaria Obligatoria de Córdoba, cumplimentaron un cuestionario de auto-informe formado por preguntas abiertas que informaban del sexo, edad, nivel educativo y situación sentimental, y por un conjunto de instrumentos medidos en escala Likert que exploraban la calidad de las parejas, la auto-eficacia y el apoyo social. Los análisis descriptivos y correlacionales señalaron alta implicación en las relaciones sentimentales, mostrando más satisfacción y expectativas de futuro los chicos y los participantes de mayor edad. Se detecta que los/as jóvenes más auto-eficaces contaban con más habilidades para manejar las exigencias de una relación romántica. Se discuten los resultados en base a la importancia que tienen las relaciones positivas dentro del grupo de iguales y el apoyo social respecto a la calidad de estas parejas.Influence of self-efficacy and social support in the quality of teen couple relationshipsAbstract:This study analyses the characteristics of adolescent relationships and influence that has social self-efficacy and social support. A number of 209 youth (49.3% boys) aged between 12-18 years (X=14.28; D.T.=1.21), enrolled in three centers of compulsory secondary education of Cordoba, completed a selfreport consisting of open-ended questions that reported the sex, age, educational level and relationship status, and a set of instruments measured on Likert scale that explored the quality of couples, self-efficacy and social support. Descriptive and correlational analysis indicated a high involvement in romantic relationships, showing more satisfaction and future expectatives boys and older participants. It is detected that teenagers with more social self-efficacy had more skills to handle the demands of a relationship. We discuss the results based on the importance that have positive peer group relationships and social support with respect to the quality of these couples.
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Granero-Gallegos, Antonio, and Antonio Baena-Extremera. "Validación española de la Escala de Predisposición hacia la Educación Física (PEPS) en educación secundaria (Spanish version of the Physical Education Predisposition Scale (PEPS) in secondary school)." Retos, no. 30 (May 12, 2016): 125–31. http://dx.doi.org/10.47197/retos.v0i30.42168.
Повний текст джерелаАнотація:
El objetivo de esta investigación fue validar la versión española del Physical Education Predisposition Scale (PEPS) en una muestra de estudiantes de secundaria. Se pretende determinar si es un instrumento válido y fiable para su utilización en futuras investigaciones. Se administró a un total de 345 alumnos (172 hombres; 173 mujeres) de 12 a 16 años (M = 14.78; DT = 1.29), analizándose la estructura del instrumento mediante procedimientos confirmatorios. Los análisis apoyan el modelo teórico hipotetizado de dos factores (percepción de habilidad en Educación Física y percepción de esfuerzo en Educación Física), así como un modelo de orden superior de tipo reflectivo. La estructura se mostró invariante respecto al sexo. La versión española del instrumento mostró niveles aceptables de consistencia interna y estabilidad temporal. Las evidencias de validez se exploraron examinando la relación de la escala estudiada con las Metas de Logro 2x2. La aproximación-rendimiento es la principal variable predictora de la habilidad entre los varones, mientras que entre las féminas es la aproximación-maestría; en la percepción del esfuerzo los resultados son similares en chicos y chicas, aunque la relación de predicción positiva de la aproximación-maestría es más potente en varones. Los resultados de este estudio proporcionan evidencias para la fiabilidad y validez de la PEPS en una muestra de adolescentes españoles.Abstract. The purpose of this research was to validate the Spanish version of the Physical Education Predisposition Scale (PEPS) in a sample of high school students. It is intended to determine whether it is a valid and reliable instrument to be used in future researches. It was administered to a total of 345 students (172 men, 173 women) from 12 to 16 years old (M = 14.78, SD = 1.29), analyzing the structure of the instrument by confirmatory procedures. The analyzes support the hypothesized theoretical model of two factors (Perceived Physical Education Worth and Perceived Physical Education Ability) as well as a model of higher order reflective type. The structure was invariant with respect to sex. The Spanish version of the instrument showed acceptable levels of temporal stability and internal consistency. Evidence of validity was explored by examining the relationship of the scale studied with the 2x2 Achievement Goals. The approach-performance is the main predictor of skill among men, while among females it is the approach-mastery; in the perception of effort the results are similar in boys and girls, although the ratio of positive prediction-master approach is stronger in males. The results of this study provide evidence for reliability and validity of the PEPS in a sample of Spanish teenagers.
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Gómez Buendía, Álvaro, Bernardino Javier Sánchez-Alcaraz Martínez, María Isabel Cifo Izquierdo, and Alberto Gómez Mármol. "Effects of a hybrid teaching model (SEM + TGfU) and the model of personal and social responsibility on sportsmanship and enjoyment in 4° Secondary and 1° Baccalaureate students (Efectos de un modelo híbrido de enseñanza (MED + TGfU) y el modelo de respon." Retos 43 (August 28, 2021): 550–59. http://dx.doi.org/10.47197/retos.v43i0.85928.
Повний текст джерелаАнотація:
The application of pedagogical models can have positive effects on sportsmanship and students’ enjoyment of Physical Education (PE) lessons. The aim of this study was to compare the influence on sportsmanship and fun of the application of, on the one hand, the combination of the Sports Education Model (SEM) and the Teaching Games for Understanding (TGfU) model and, on the other, the Personal and Social Responsibility Model (PSRM). The participants in this study were a total of 85 Spanish teenagers, 39 girls and 46 boys, studying Secondary Education. They completed the SSI questionnaires adapted to Physical Education (SSI-PE) to analyse their enjoyment, and the Multidimensional Sportsmanship Orientations Scale (MSOS) to analyse sportsmanship. Results showed significant differences in enjoyment when applying both the hybrid model (SEM+TGfU) and the PSRM model (p < .01). It is concluded that both interventions with the hybrid model and the PSRM generate positive effects on students’ enjoyment.
Resumen. La aplicación de modelos pedagógicos puede tener efectos positivos sobre la deportividad y la diversión del alumnado en la clases de Educación Física (EF). El objeto de estudio se basó en comparar la influencia de la aplicación de una hibridación del Modelo de Educación Deportiva (MED) y el Modelo Comprensivo (TGfU), y del Modelo de Responsabilidad Personal y Social (MRPS), sobre la deportividad y la diversión. Para ello, participaron un total de 85 estudiantes, 39 chicas (46%) y 46 chicos (54%), de edades comprendidas entre los 16 y 17 años (16.42 ± 0.50). Los participantes de dos grupos de 4º ESO y dos de 1º BACH, cumplimentaron dos cuestionarios al inicio y al final de la unidad formativa. La versión final española del cuestionario SSI adaptado a la EF (SSI-EF) para analizar la diversión, y la versión española de la Escala Multidimensional de Orientaciones a la Deportividad Multidimensional (MSOS) para analizar la deportividad. Los resultados mostraron diferencias significativas en la diversión percibida al aplicar tanto el modelo híbrido como el MRPS (p < .01). Se concluye afirmando que tanto la intervención a través de un modelo híbrido (MED + TGfU) y mediante el MRPS, genera efectos positivos sobre la diversión del alumnado.
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Valdes, Pablo, and Javier Yanci Irigoyen. "Análisis de la condición física, tipo de actividad física realizada y rendimiento académico en estudiantes de educación secundaria (Analysis of physical fitness, type of physical activity and academic performance in secondary school students)." Retos, no. 30 (April 28, 2016): 64–69. http://dx.doi.org/10.47197/retos.v0i30.36862.
Повний текст джерелаАнотація:
El objetivo principal de este estudio fue analizar las diferencias en la condición física, los hábitos de práctica de actividad física y el expediente académico de alumnos/as de 4º curso de Educación Secundaria Obligatoria en función del sexo y del tipo de actividad física practicada. En esta investigación participaron 156 alumnos/as (15.34 ± .58 años, 1.69 ± .09 cm, 58.97 ± 9.36 kg, 20.51 ± 2.10 kg/m2), 79 de sexo masculino (MASC) y 77 de sexo femenino (FEM). La condición física de los participantes se evaluó a partir de una batería de test físicos. La tipología de la AF fue analizada a través de las respuestas a distintos cuestionarios sobre los hábitos de práctica de actividad física en adolescentes (Enkid, Fitnessgram, Pace o el PAQ-A). El rendimiento académico (RA) se valoró mediante la media aritmética de las calificaciones del expediente académico de los alumnos/as desde su entrada al instituto. Los resultados obtenidos en nuestro estudio muestran que las chicas y los alumnos/as que practican actividad física extraescolar no competitiva (AF-NoCOMP) obtienen peores niveles (p < .05) de condición física en todas las cualidades excepto flexibilidad, pero mayores niveles de RA que los alumnos/as que practicaban AF competitiva (AF-COMP). Por el contrario, los chicos y los alumnos/as que practican AFCOMP tenían mejor condición física pero un menor RA. En conclusión, se observa de forma general que los chicos y los alumnos/as que realizan actividad física de carácter competitivo realizan una mayor frecuencia de AF por la tarde, obtienen mejores resultados en los test de condición física, pero sus niveles de RA son menores. Abstract. The aim of this study is to analyse the differences between physical fitness, the practise of physical activity (PA) and the academic performance (AP) of students of 4th grade of Secondary School. These differences are analysed as a function of gender and PA. 156 students took part in this study (15.34 ± .58 age, 1.69 ± .09 cm, 58.97 ± 9.36 kg, 20.51 ± 2.10 kg/m2), 56 male and 77 female. The participants’ physical fitness was evaluated by means of physical tests. PA was analyzed using different questionnaires (Enkid, Fitnessgram, Pace, or PAQ-A) assessing the teenagers’ physical activity habits. AP was evaluated using the arithmetic mean from the students’ high school academic records. The results of this study showed that girls and students who practise non-competitive PA have worse levels (p < .05) of physical fitness in every component analysed except flexibility, but their AP is higher. On the other hand, boys and students who practise competitive PA have better physical fitness and worse AP. To sum up, boys and students who participate in competitive PA show generally a higher frequency of PA practice during the afternoon. Furthermore, they obtain better results in physical fitness tests, even though their AP is worse.
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González Calatayud, VÍctor, Mª Paz Prendes Espinosa, and Cristina Bernal Ruiz. "Investigación sobre adolescentes que son observadores de situaciones de ciberacoso." Revista de Investigación Educativa 38, no. 1 (December 29, 2019): 259–73. http://dx.doi.org/10.6018/rie.370691.
Повний текст джерелаАнотація:
El ciberacoso es una realidad entre los adolescentes. En esta problemática no solo tenemos a cibervíctimas y ciberacosadores, sino que también están los ciberobservadores, los cuales juegan un papel fundamental. El objetivo principal fue conocer la prevalencia de ciberobservadores, ver las diferencias de género y edad, y relacionarlo con el uso del teléfono móvil y de Internet fuera de casa. Para ello se ha realizado un estudio transversal en el que se ha utilizado un cuestionario como instrumento. La muestra se ha seleccionado con un muestreo aleatorio estratificado, estando compuesta al final por un total de 950 estudiantes de la ESO, siendo un 50.4% chicos y con una media de edad de 13.93 (DT = 1.35). El 62.3% había observado al menos una de las conductas evaluadas durante el último año. Las chicas observaron en general más conductas que los chicos. En cuanto a la edad, los adolescentes de más edad son los que indicaron haber observado más ciberacoso. Aquellos adolescentes que disponen de ordenador en su propia habitación o los que tienen acceso a Internet fuera de casa observaron más ciberacoso. Teniendo en cuenta que el ciberacoso se da en un proceso grupal, los ciberobservadores juegan un papel fundamental para evitarlo. Cyberbullying is a reality among adolescents. In this problem we not only have cybervictims and cyberbullies, but also cyberobservers, who play a fundamental role in this problem. The main objective of this research is to find out the prevalence of cyberobservers, see gender and age differences, and relate it to mobile phone and Internet use outside the home. To this end, a cross-sectional study has been carried out using a questionnaire as an information-gathering tool. The sample was selected with stratified random sampling, and at the end consisted of a total of 950 secondary school students, of which 50.4% were boys and with an average age of 13.93 (SD = 1.35). 62.3% had observed at least one of the behaviors assessed during the past year. Women generally observed more behavior than men. In terms of age, older adolescents are the ones who reported having observed the most cyberbullying. Teenagers who have computers in their own rooms or those who have access to the Internet outside the home observed more cyberbullying. Given that cyberbullying occurs in a group process, cyber-observers play a key role in preventing it.
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Fernández Baños, Raul, Antonio Baena-Extremera, María Del Mar Ortiz-Camacho, Jorge Zamarripa, Abelardo Beltrán De la Fuente, and José Luis Juvera Portilla. "Influencia de las competencias del profesorado de secundaria en los comportamientos disruptivos en el aula | Influence of the competences of secondary teachers on disruptive behavior in the classroom." ESPIRAL. CUADERNOS DEL PROFESORADO 12, no. 24 (March 31, 2019): 3. http://dx.doi.org/10.25115/ecp.v12i24.2141.
Повний текст джерелаАнотація:
Introducción: Los comportamientos disruptivos en las aulas ocasionan gran cantidad de problemas en el transcurso de las clases, entre los estudiantes e incluso en el estado de ánimo de los docentes. El profesor es el principal factor en evitar este tipo de conductas si desarrolla buenas competencias. El objetivo de este estudio fue analizar cómo las competencias del docente pueden predecir los comportamientos disruptivos en el aula de Educación Física. Método: Participaron en el estudio 680 estudiantes de Educación Secundaria Obligatoria de las provincias de la Región de Murcia y Alicante (España) (339 chicos, 341chicas; Medad= 14.83, DT=1.45). La distribución por curso de ESO fue de 152 en 1º ESO (22,35%), 160 en 2º ESO (23,53%), 182 en 3º ESO (26,76%) y 186 estudiantes en 4º ESO (27,35%). Se utilizó un cuestionario compuesto por las siguientes escalas: Evaluation of Teaching Competencies Scales (ETCS), y Physical Education Classroom Instrument (PECI). Los análisis estadísticos que se realizaron fueron descriptivos, correlación de Pearson y regresión lineal simple, con el SPSS v.22. Resultados: Se halló una relación positiva con el comportamiento de agresividad y negativa, con conductas de bajo autocontrol, desobediencia a las normas, irresponsabilidad y alteración del ambiente de clase. Conclusiones: El docente de EF tiene una labor importante en el comportamiento de los estudiantes en el aula como se puede observar en los resultados obtenidos de este trabajo. Por el contrario, una incompetencia del docente de EF predice conductas inadecuadas en los adolescentes.AbstractIntroduction: Disruptive classroom behaviors cause a lot of problems in the course of classes, among students and even in the mood of teachers. The teacher is the main factor avoiding this type of behavior if he develops good skills. The objective of this study was to analyze how teacher competencies can predict disruptive behaviors in the Physical Education classroom. Method: 680 students of mid highschool took part on this study from the provinces of the Region of Murcia and Alicante (Spain) participated (339 boys, 341 girls, Medad = 14.83, DT = 1.45). The distribution by course of ESO was 152 in 1 º ESO (22.35%), 160 in 2 º ESO (23.53%), 182 in 3 º ESO (26.76%) and 186 students in 4 º ESO (27.35) %). A questionnaire composed of the following scales was used: Evaluation of Teaching Competencies Scales (ETCS), and Physical Education Classroom Instrument (PECI). The statistical analyzes that were carried out were descriptive, Pearson correlation and simple linear regression, with the SPSS v.22. Results: A positive relationship was found with the behavior of aggressiveness and negative, with behaviors of low self-control, disobedience to the norms, irresponsibility and alteration of the classroom environment. Conclusions: The Physical Education teacher has an important role in the behavior of students in the classroom as can be seen in the results obtained from this work. On the contrary, an incompetence of the Physical Education teacher predicts inappropriate behaviors in teenagers.
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Haire, A. R., Jenny Flavill, W. D. Groom, and B. Dhandapani. "Unidentified undescended testes in teenage boys with severe learning disabilities." Archives of Disease in Childhood 100, no. 5 (February 2, 2015): 479–80. http://dx.doi.org/10.1136/archdischild-2014-307155.
Повний текст джерелаАнотація:
Nine boys of secondary school age were referred with undescended testes (UDT) to paediatric surgeons over a period of 8 years. All were referred from the same community paediatric clinic for children with severe learning disabilities. UDT cause concern because of a threefold increase in the incidence of cancer. Cosmesis and reduced fertility were seen as less relevant issues for these boys. The late identification and incidence of UDT are discussed. It is suggested that awareness of this issue should be raised and screening introduced. Advice is needed on the appropriate management of UDT in this group of boys.
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Morrison, Harriet R., Nancy Boyd-Franklin, A. J. Franklin, and Pamela Toussaint. "Boys into Men: Raising Our African American Teenage Sons." Journal of Negro Education 71, no. 3 (2002): 248. http://dx.doi.org/10.2307/3211243.
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Skvortsova, E. S., and N. P. Lushkina. "Specific aspects of tobacco smoking among Russian teenage girls." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 67, no. 4 (September 21, 2022): 69–76. http://dx.doi.org/10.21508/1027-4065-2022-67-4-69-76.
Повний текст джерелаАнотація:
Purpose. The study is to analyze tobacco smoking among girls aged 15–17 years according to the data of the all-Russian epidemiological monitoring conducted in 2019–2020 and to identify the main aspects and directions of tobacco smoking prevention among girls.Materials and methods. In 2019–2020, on the basis of a multi-stage selection from 12 constituent entities of the Russian Federation (6 Federal Districts), secondary schools were selected by random sampling from urban areas, in which a continuous anonymous survey of students in grades 9–11 was conducted. The total number of respondents was 14084 teenagers (6535 boys and 7549 girls).Results. The data analysis showed that the prevalence of tobacco smoking among girls did not differ significantly from that of boys. Girls started smoking later than boys, but the intensity of initiation at the age of 13–14 years is higher than among boys. The structure of the motives of the first smoking test in boys and girls is the same. However, girls who tried smoking for the first time significantly outperformed boys by the motive «out of curiosity», and boys — «to feel like an adult» and «to please someone.» For most of the main reasons for smoking, girls did not differ significantly from boys, but girls smoked more often to «calm down,» and boys — «to seem more mature.» Awareness of the dangers of smoking among girls is slightly higher than among boys, and their sources of information are more reliable and scientifically based.Conclusion. In 2019–2020 the prevalence of tobacco smoking among girls for the first time in 20 years of monitoring has become the same as among boys, and in some surveyed cities — even higher. In our opinion, this is due to the fact that society’s attitude towards women smoking has changed. Tobacco smoking among women has become less condemned and quite acceptable. However, this working hypothesis requires further, more detailed study.
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Buckingham, Martin J., Kerry R. Crone, William S. Ball, Thomas A. Tomsick, Thomas S. Berger, and John M. Tew. "Traumatic Intracranial Aneurysms in Childhood: Two Cases and a Review of the Literature." Neurosurgery 22, no. 2 (February 1, 1988): 398–408. http://dx.doi.org/10.1227/00006123-198802000-00022.
Повний текст джерелаАнотація:
Abstract Traumatic intracranial aneurysms in childhood are rare. To date, 67 well-documented cases in children have been reported. We present 2 additional cases and review the literature. Traumatic aneurysms can best be categorized based on mechanism of injury and location. Aneurysms secondary to penetrating trauma occur most commonly in teenage boys suffering gunshot wounds. Aneurysms secondary to nonpenetrating trauma occur at the skull base or in the periphery, with motor vehicle accidents and falls as the most common modes of injury. Skull base traumatic aneurysms most commonly involve the petrous, cavernous, or supraclinoid carotid artery and also show a predominance in teenage boys. Peripheral traumatic aneurysms can further be divided into distal anterior cerebral artery aneurysms secondary to trauma against the falcine edge and distal cortical artery aneurysms associated with an overlying skull fracture. Peripheral traumatic aneurysms tend to occur in younger patients with a less marked male predominance. Two-thirds of the patients suffered symptomatic aneurysmal hemorrhage, with an associated mortality rate of 31%. The clinical presentation, diagnosis, and treatment of traumatic intracranial aneurysms are discussed. (Neurosurgery 22:398-408, 1988)
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Huttunen, Kristiina, Tuomas Pekkarinen, Roope Uusitalo, and Hanna Virtanen. "Lost boys? Secondary education and crime." Journal of Public Economics 218 (February 2023): 104804. http://dx.doi.org/10.1016/j.jpubeco.2022.104804.
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Engebretson, Kath. "‘God’s got your back’: teenage boys talk about God." International Journal of Children's Spirituality 11, no. 3 (December 2006): 329–45. http://dx.doi.org/10.1080/13644360601014056.
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Goldstone, Ross. "Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling." British Journal of Educational Studies 68, no. 3 (February 5, 2020): 395–97. http://dx.doi.org/10.1080/00071005.2020.1725296.
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Šniras, Šarūnas. "Social Competence of Secondary Schools Adolescents." Pedagogika 112, no. 4 (December 23, 2013): 65–70. http://dx.doi.org/10.15823/p.2013.1776.
Повний текст джерелаАнотація:
Indicator of social competence of secondary schools adolescent boys and girls aged 15–16 is analyzed in the article.
The aim of the investigation is to reveal the level of the indicators of social competence of adolescents aged 15–16 according to their sex.
Social competence of secondary schools adolescents aged 15–16 is the object study. 371 adolescents (192 girls and 179 boys) aged 15–16 from secondary schools participated in the study. The results of the research that evaluation of boys and girls from secondary schools according to some level of indicators is different. While comparing distribution of different groups of boys and girls according to the level of indicator of social competence statistically reliable difference was revealed: according to general trust (χ²(2) = 8.76; p < 0.05), resistance to failure and criticism (χ²(2) = 7.57; p < 0.05), ability to express feelings (χ²(2) = 6.84; p < 0.05), ability to ash for help (χ²(2) = 9.08; p < 0.05). The results showed that adolescents boys of secondary schools have a higher level of indicators of general self-confidence (p <0.05), resistance to failure and criticism (p < 0.05) than girls.
It was revealed that girls and disposed to express then feelings (p < 0.05) and are able to ask for help more often (p < 0.05) than boys. However evaluation of secondary schools boys and girls statistically reliably was not different according to such indicators of social competence as uncompromise (p > 0.05), ability to demand (p >0.05), not to feel guilty (p > 0.05).
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LOVE, KRISTINA, and JULIE HAMSTON. "Teenage Boys' Leisure Reading Dispositions: juggling male youth culture and family cultural capital." Educational Review 55, no. 2 (January 1, 2003): 161–77. http://dx.doi.org/10.1080/00131910303255.
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LOVE, KRISTINA, and JULIE HAMSTON. "Teenage Boys' Leisure Reading Dispositions: Juggling male youth culture and family cultural capital." Educational Review 55, no. 2 (June 2003): 161–77. http://dx.doi.org/10.1080/0013191032000072209.
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Foo, Aloysius. "Working-class boys and educational success: teenage identities, masculinities and urban schooling." International Studies in Sociology of Education 29, no. 3 (April 3, 2020): 319–22. http://dx.doi.org/10.1080/09620214.2020.1749106.
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Charnock, D., and P. J. Standen. "Second-Hand Masculinity." International Journal of Game-Based Learning 3, no. 3 (July 2013): 43–53. http://dx.doi.org/10.4018/ijgbl.2013070104.
Повний текст джерелаАнотація:
The development of a gendered identity is a process that both boys and girls navigate to construct ideas about the men and women they will become. There is little research on this process for men with intellectual disabilities (ID). This study aimed to explore the ideas that teenage boys with ID develop while thinking about the men they will become. Twenty one boys with ID took part in a group discussion of images of men performing various activities. Individual boys were then interviewed about the men they wished to become. These data were then analysed to generate themes about contemporary self-understanding. Analysis of the considerable talk about computer games revealed two themes: Games as permissive spaces to try out ideas; Games as space to embody second hand masculinity. These findings raise interesting issues regarding the boys’ developing identities and masculinity. Their involvement in gaming may offer the opportunity for boys to question both desirable and undesirable aspects of masculine identity.
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Muchiri, Steve. "Impact of Free/Subsidized Secondary School Education on the Likelihood of Teenage Motherhood." Demography 58, no. 4 (July 5, 2021): 1401–21. http://dx.doi.org/10.1215/00703370-9357498.
Повний текст джерелаАнотація:
Abstract Several countries in sub-Saharan Africa, including Kenya, have introduced free/subsidized secondary education. This paper examines the role of these free/subsidized education policies on teenage motherhood. To identify the causal effect, I exploit the timing of a national reform in Kenya that eliminated/subsidized secondary school fees using a difference-in-difference estimation design. Using the 2014 Kenya Demographic and Health Survey (DHS), I estimate that the likelihood of teenage motherhood decreased by approximately 5 percentage points after the policy's implementation. This study reiterates that the teenage period is crucial in terms of developing human capital through formal schooling. In most developing countries, parents often determine and fund human capital, which makes household wealth/income a critical factor in human capital accumulation and its intergenerational process. I also highlight positive externalities from educational-centered policies, such as long-term economic growth, poverty reduction, and reduction of social welfare dependency.
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Sexton, Steven S. "The declining significance of homophobia: how teenage boys are redefining masculinity and heterosexuality." Gender and Education 25, no. 5 (August 2013): 661. http://dx.doi.org/10.1080/09540253.2013.816822.
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Caniago, Ernita Ruslaini, Princess Ramadani, Nurainun, and Intan Agustin. "Midwife Care on 3 Months Injected Kb Accepters With Spotting At The Angel Paropo Maternity Clinic." Science Midwifery 10, no. 3 (August 29, 2022): 2385–91. http://dx.doi.org/10.35335/midwifery.v10i3.675.
Повний текст джерелаАнотація:
Based on the Indonesian Health Profile, the number and percentage of Indonesia's population for adolescents aged 10-19 years (WHO definition for adolescent) is 44 million or 21%, where the problems faced by many adolescents are reproductive health issues, premarital sex, unprotected pregnancy. It is hoped that the number of drug users, the number of people with STDs, HIV/AIDS and cases of abortion show quite worrying symptoms. Research has been carried out which aims to describe the knowledge of mothers who have teenage girls about sexual behavior and teenage pregnancy in the VIII Ward of Menistrim Village, Kec. East Binjai. This research is descriptive using primary data obtained through questionnaires submitted to respondents with a sample of 54 people. The study was conducted in August 2006. From the results of the study, it is known that the majority of 54 respondents are knowledgeable enough as much as 50%, where based on age, the majority are 40-60 years old and 73.91% have good knowledge, based on education the majority are secondary education and 66.6 % knowledgeable enough, and based on the majority of information sources from the mass media and 62.96% knowledgeable enough. In order to obtain better knowledge, it is hoped that mothers who have teenage girls seek correct information, namely from health workers about sexual behavior and teenage pregnancy. based on education the majority of secondary education and 66.6% have sufficient knowledge, and based on information sources the majority are from the mass media and 62.96% are moderately knowledgeable. In order to obtain better knowledge, it is hoped that mothers who have teenage girls seek correct information, namely from health workers about sexual behavior and teenage pregnancy. based on education the majority of secondary education and 66.6% have sufficient knowledge, and based on information sources the majority are from the mass media and 62.96% are moderately knowledgeable. In order to obtain better knowledge, it is hoped that mothers who have teenage girls seek correct information, namely from health workers about sexual behavior and teenage pregnancy.
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Pillai, Vijayan K., and Donald L. Yates. "Teenage sexual activity in Zambia: the need for a sex education policy." Journal of Biosocial Science 25, no. 3 (July 1993): 411–14. http://dx.doi.org/10.1017/s0021932000020733.
Повний текст джерелаАнотація:
SummaryData from a study of teenage sexual activity among secondary school girls show the need for a sex education policy as a first step in controlling teenage fertility in Zambia. A large proportion of teenage females enter into close relationships with males at young ages and a high proportion of young females have engaged in sexual intercourse. Most of these sexually active females do not use family planning methods even though a large proportion of them have heard of modern methods. The teenagers receive very little sex education from their parents and a modern institutional sex education programme is needed.
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Carden, Clarissa. "A breakdown of reformatory education: remembering Westbrook." History of Education Review 47, no. 1 (June 4, 2018): 67–76. http://dx.doi.org/10.1108/her-12-2016-0037.
Повний текст джерелаАнотація:
Purpose Westbrook Farm Home for Boys in Queensland, Australia, existed in various forms for over 100 years. As such, it offers a valuable window into Australian approaches to managing and reforming boys through the twentieth century. The purpose of this paper is to examine its approach to reforming teenage boys during a period marked by a mass escape in 1961. It argues that the reformatory education initially intended was no longer tenable during this moment in history, and that this period represents a breakdown of that approach. Design/methodology/approach This paper draws on material including newspaper reports, memoirs, and the report of an inquiry into an escape by inmates in 1961. These are analysed in order to construct a picture of the type of reformatory education during this period and the public and official responses to this. Findings Westbrook Farm Home for Boys was, during this period, an institution attempting to provide a reformatory education at a historical moment when such an education was no longer viewed as appropriate means of addressing the criminal behaviour of youths. This, combined with the leadership of a domineering figure in Superintendent Roy Golledge, led to a culture of abuse, rather than education. The uncovering of this culture was a pivotal moment in the transition of Westbrook into an institution explicitly dealing with criminal youths. Originality/value No academic work relating to this moment in Westbrook’s history has been previously published.
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Munusamy, G., and R. Shanmugam. "A School-based survey among adolescents on Dietary pattern, Exercise, and Knowledge of Cardiovascular risk factors (ADEK) Study." CARDIOMETRY, no. 23 (August 20, 2022): 123–32. http://dx.doi.org/10.18137/cardiometry.2022.23.123132.
Повний текст джерелаАнотація:
Background. Cardiovascular disease is a global emerging problem and its risk starts in children and adolescents. Adolescents have modifiable cardiovascular risk factors that have been found globally, and nationally, and early intervention programs may be able to lower these risks for both individuals and populations. Accurate risk factor evaluation at the individual level is crucial in this situation for the prevention of cardiovascular disease. Objective. The study aimed to investigate cardiovascular disease knowledge and to determine physical activity, and dietary patterns among school-going adolescents in Arakkonam, Tamil Nadu, India. Methods. A school-based cross-sectional survey was conducted to assess cardiovascular disease knowledge among 500 adolescents aged 10-18 from public schools. The study period was from September 2021 to February 2022. The measurement taken on anthropometrics such as height, weight, body mass index, and bio-physiological measurement as blood pressure, structured questionnaire assessed for knowledge, dietary questionnaire assessed previous week food consumption which the investigator developed, and physical activity standard questionnaire assessed the past week’s exercise level. Data were analyzed using IBM Statistical Package for Social Sciences version 20. Results. The mean study population age was 13.7±1.7, 53% were boys, and 47% were girls. Factors like age 16-18 years (p=0.01), site of residence from urban (p=0.001), education of teenagers (p=0.01), and family history of cardiovascular disease (p=0.001) are significantly correlated with the level of knowledge score, with better-educated adolescents having fair knowledge score than others. Level of knowledge score and demographic traits are associated with physical activity, such as 16 to 18 years (p=0.03), living in an urban region (p=0.03), being in a joint household (p=0.001), adolescents who are at higher secondary (p=0.02), and having a family history contribute more to cardiovascular disease (p=0.001) than other variables. Mean days eating diets were egg (4.18±2.27), vegetables (3.92±0.93), milk products (3.85±1.87), fried foods (3.75±1.25), toffees, and chocolates (3.35±1.81) all had higher percentages of consumed foods than others. Conclusion: There is a risk of cardiovascular disease higher among adolescents. Still a need for school-based primordial preventive educational approaches needed to improve to curb this burden.
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Цодикова, О. А., and Е. Б. Гарбар. "Analysis of the Prevalence of Computer Gaming Addiction among Teenage Students in the Metropolis." Педиатрия. Восточная Европа, no. 2 (July 24, 2020): 196–205. http://dx.doi.org/10.34883/pi.2020.8.2.005.
Повний текст джерелаАнотація:
Цель. Изучить распространенность игровой компьютерной зависимости среди учащихся общеобразовательных учреждений, выявить особенности психологического портрета подростков с учетом уровня выявленной зависимости.Материалы и методы. Проведен анализ анкет на интернет-зависимость (К. Янг, Internet Addiction Test – IAT, 1998) 201 школьника (108 девочек и 93 мальчика), учащихся 4–11 классов учреждений общего среднего образования различного типа в г. Харькове (общеобразовательной школы, гимназии, школы-интерната) с использованием методик диагностики игровой зависимости, а также взаимосвязи между компьютерной игровой зависимостью и спецификой проявления эмоциональных реакций. Статистическая обработка данных проведена при помощи пакета статистического анализа программы Statistica 7.0. Достоверность различий оценивалась с помощью t-критерия Стьюдента.Результаты и обсуждение. Анализ уровня игровой компьютерной зависимости выявил достоверные различия показателей, зависящие от типа учебного учреждения и гендерной принадлежности. Достоверно большее (p<0,05) количество подростков с отсутствием риска данной зависимости было выявлено среди мальчиков (21%) и девочек (55%) в школе-интернате. На стадии увлеченности оказалось достоверно больше (p<0,05) учащихся гимназии (82% мальчиков и 68% девочек). Установлено, что в зоне риска развития игровой компьютерной зависимости находится более 40% мальчиков подросткового возраста. Так, наличие риска игровой интернет-аддикции достоверно чаще установлено среди мальчиков общеобразовательной школы (66%) по сравнению с одногодками из гимназии (9%) и школы-интерната (17%) (p<0,05). Опасная тенденция в отношении риска формирования компьютерной игровой зависимости выявлена у девочек общеобразовательной школы (24,5%). Этот показатель у школьниц был достоверно выше по сравнению с девочками из школы-интерната и гимназии – 6% и 4,5% соответственно (p<0,05).Установлены взаимосвязи между риском формирования игровой компьютерной зависимости и частотой распространенности эмоционального дискомфорта, который выявлен у более чем 80% подростков. Среди причин возникновения эмоционального дискомфорта у подростков выделены дефицит свободного времени, неуверенность в себе, высокие требования к учебному процессу, переживания вследствие разрыва отношений с любимым человеком.Выводы. Результаты исследования обосновывают необходимость использования психодиагностического скрининга во время проведения диспансеризации школьников, своевременного выявления групп риска компьютерной игровой зависимости, выделения нуждающихся в оценке характера имеющихся отклонений и проведения своевременной дифференцированной психокоррекционной работы. Purpose. To study the prevalence of gaming computer addiction among students of secondary schools, to identify the characteristics of the psychological portrait of teenagers, according to the level of detected addiction.Materials and methods. There was conducted the analysis of questionnaires on Internet addiction (K. Young, Internet Addiction Test – IAT, 1998) of 201 schoolchildren (108 girls and 93 boys), students of the 4th–11th grades, who are studying at Kharkov general secondary educational institutions of various types (secondary school, gymnasium, boarding school). The analysis was carried out using the game addiction diagnostic techniques, as well as the relationship between computer game addiction and specifics of manifestation of emotional reaction. Statistical processing of the data was carried out using the program Statistica 7.0. The significance of differences was evaluated using Students t-criterion.Results and discussion. Analysis of the computer gaming addiction level revealed significant differences in the indicators, depending on the type of educational institution and gender affiliation. Significantly larger (p<0.05) number of adolescents with no risk of this addiction was found among boys (21%) and girls (55%) in a boarding school. Significantly more (p<0.05) students of the gymnasium (82% boys and 68% girls) were at the stage of enthusiasm. It was revealed that more than 40% of adolescent boys are at risk of development of computer gaming addiction. Thus, the risk of online gaming addiction is significantly more often found among boys in secondary schools (66%), if compared to peers from a gymnasium (9%) and a boarding school (17%) (p<0.05). A dangerous tendency in relation to the risk of computer gaming addiction was found in girls of secondary school (24.5%). This indicator among schoolgirls was significantly higher, if compared to the girls from a boarding school and gymnasium – 6% and 4.5%, respectively (p<0.05).The relationship between the risk of computer gaming addiction and the frequency of prevalence of emotional discomfort was revealed, which was found in more than 80% of adolescents. Lack of free time, self-doubt, high requirements for the educational process, experiences due to the break of relationship with a loved person were highlighted among the causes of emotional discomfort in adolescents.Conclusions. The results of research justify the need for the use of psychodiagnostic screening in the process of medical examination of schoolchildren, timely detection of risk groups, identification of children, who need the assessment of the existing deviations and conducting differentiated psychocorrectional work.
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Feinstein, Sheryl. "The Teenage Brain and Technology." LEARNing Landscapes 5, no. 1 (May 1, 2011): 71–84. http://dx.doi.org/10.36510/learnland.v5i1.532.
Повний текст джерелаАнотація:
The teenage brain is experiencing amazing transformations which set into motion unprecedented academic and emotional growth. As the brain is changing, technology works as a powerful influencer, sculpting and molding the mind. Computerbased instruction, in particular, is impacting the teenage brain as a motivator, tutor, and prolific source of information. Research synthesized from the fields of neuroscience, education, psychology, and technology inform and strengthen pedagogy for teaching secondary students.
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Jurgaitienė, Dalia, and Diana Šopagienė. "Klaipėdos mokinių požiūris į narkomanijos problemą." Sveikatos mokslai 23, no. 1 (January 5, 2013): 60–64. http://dx.doi.org/10.5200/sm-hs.2013.010.
Повний текст джерелаАнотація:
The aim is to examine students‘ views of Klaipeda in drug addiction and drug detection tests. Completed an anonymous questionnaire of general education and vocational training schools survey. Total of 544 questionnaires were used for analysis: 276 questionnaires from general education and 268 from vocational education schools. 48.7 percent of them were boys and 51.3 percent girls . Respondents‘ average age: 17.6 from general education and 18.4 from professional schools. The article discusses how students evaluate drug problem in Lithuania politically, morally, economically, and socially. Also, there were discussed, what are the causes of teenage drug use. The second part attempts to explore how students evaluate the drug detection tests. It was found that 44.3 percent boys and 41.5 percent girls agree that students should be tested for illegal drug use. 39.8 percent boys and 18.8 percent girls do not agree, but 15.9 percent boys and 18.8 percent girls do not have an opinion on this issue. More than half of students think that their parents would prefer that the school would be school drug testing. 79.6 percent students believe that schools should eliminate drugs - spread students and 48.2 percent and drug-using students.
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Wamunyima P, Lungowe, Margaret Mwale Mkandawire, and Harrison Daka. "Formal Education a Multi – sided key in mitigating teenage pregnancy among secondary school children. A case of Munali area, in Lusaka Province, Zambia." International Journal of Research and Innovation in Social Science 06, no. 05 (2022): 337–43. http://dx.doi.org/10.47772/ijriss.2022.6517.
Повний текст джерелаАнотація:
The purpose of this study was to explore the role of education in mitigating teenage pregnancy among secondary school children in Munali area, Lusaka. The study design was a case study in which interviews were conducted and questionnaires were distributed. This study took a total of 40 participants including 20 school teenage girls who happen to be the main characteristic feature for which this study was undertaken, 10 teachers, and 10 heads of department. In response to the educative measures in order to mitigate teenage pregnancy, among the findings the study found that there is need to promote community service activities, and providing education about birth control among the main measures to consider in order mitigate teenage pregnancies. Also, the study found that misinterpretation of children’s rights, lack of awareness and insight regarding the consequences of teenage pregnancy were among the major factors leading to teenage pregnancy. More so, it found that poor collaboration among school departments, lack of public awareness and programs, lack of sensitization workshops and having unqualified educators in terms of counselling both in the communities and schools were some of the challenges and barriers faced thereby leading to high levels of teenage pregnancies. The study recommended that parents should be actively engaged in partnership with the school, educators and social workers. In addition, that there should be collaboration among different school departments should be emphasized in order for better coordination of programmes about sex education and psychosocial; collaboration with healthcare services, schools and communities to engage trained educators who will be able to counsel learners in relation to psychosocial issues, as they are supposed to focus on the education of learners.