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"Junior High School Students"
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Citrus County
\"There shouldn't be a Citrus County. Teenage romance should be difficult, but not this difficult. Boys like Toby should cause trouble but not this much. The moon should glow gently over children safe in their beds. Uncles in their rockers should be kind. Teachers should guide and inspire. Manatees should laze and palm trees sway and snakes keep to their shady spots under the azalea thickets. The air shouldn't smell like a swamp. The stars should twinkle. Shelby should be her own hero, the first hero of Citrus County. She should rescue her sister from underground, rescue Toby from his life. Her destiny should be a hero's destiny\"--Page 4 of cover.
Book
Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality
Developing communicative ability of English as a Foreign Language (EFL) learners is essential when it comes to authentic learning. Nevertheless, conventional textbook usage and English instruction often fail to be learner-engaging. With the help of high-immersion Virtual Reality (VR), language learning can be transformed into a more self-directed learning experience, using a simulated authentic environment to enhance engagement. Therefore. a three-dimensional learning system. Virtual Reality Life English (VRLE), was developed to provide learners with an authentic setting to facilitate communicative ability development. Seventy-two low-achieving junior high school students were recruited as participants. Multiple data sources were collected for both quantitative and qualitative data analysis of VRLE, including a pre-test/post-test addressing communicative performance, an Igroup Presence Questionnaire (IPQ) for the students' perception of perceived presence, and a semi-structured interview. The primary affordances were the beneficial application of VRLE to English communicative ability and an enhanced sense of presence in an EFL context. Furthermore, the students were positive about the learning experience. The study proves the potential of incorporating high-immersion VR technology in an EFL context. Nevertheless, the challenge of its accessibility needs careful consideration in future research to place VR in an advantageous position for language learning.
Journal Article
Rusty Brown
\"Rusty Brown is a normal, nerdy, bullied, disenfranchised Tweenage kid in Omaha, Nebraska who is just trying to survive a regular junior high school day with his best friend Chalky White. But in this deeply Ware-ian world, it won't be easy\"-- Provided by publisher.
Book
Best books for middle school and junior high readers : grades 6-9
Annotated bibliography of over 14,000 fiction (by genre), poetry, and non-fiction/information books.
Book
Intervention on the externalization of undercontrolled junior high school students: a school-based randomized controlled trial
Background
The study aimed to intervene on personality trait behavior related to the externalization of undercontrolled junior high school students. Undercontrollers are socially maladapted types with high impulsivity and low self-control. Research shows they are at risk for externalizing problems, such as aggressiveness, impulsivity, and antisocial behavior.
Methods
A total of 643 students (Boys = 12.39, 55.4% girls) from a junior high school in Dalian participated in the study. The study used latent class analysis to classify 68 undercontrolled junior high school students (10.6%). The experimental group (32 participants) was given 30 systematic experiential intervention activities for 15 weeks, while the control group (30 participants) was given free activities simultaneously. Pre-intervention, post-intervention, and four months post-intervention, participants’ externalizing problem behavior and personality scores were tested by the Youth Self-Report and Junior High School Students Personality Development Self-Assessment Questionnaire. The effect of the intervention was tested by repeated-measure ANOVA.
Result
After one semester of intervention, the intervention effect was significant. The test results of the uncontrolled participants in the experimental group were significantly lower than those in the control group. In the post-test, the personality score of the experimental group was significantly higher than that of the control group.
Conclusions
We discovered that the intervention program could ameliorate the externalizing problem behavior of undercontrolled junior high school students, and demonstrated a sustained promotion effect.
Clinical trial number
Not applicable.
Journal Article
Kekkaishi 3-in-1
Follows junior high school student Yoshimori Sumimura and his sixteen-year-old neighbor and childhood friend, Tokine Yukimura, as they battle evil forces in their mission to protect Karasumori Forest.
BOOK
Middle School Students' Social Media Use
Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and ＂bring your own technology＂ initiatives, attention to these topics is becoming increasingly important. A total of 593 middle school students were surveyed about digital footprints and concerns about social media. The results show that 17% started using social media at age nine or younger, 40% accepted friend requests from people they do not know, and 40% reported that their parents did not monitor their social media use, which calls for the needs of cyber-security education. These middle school students reported using social media most often to connect with their friends, share pictures, and find out what others are doing. They indicated that Instagram (27%), SnapChat (25%) and YouTube (25%) were their most used social media sites. These students have concerns about social media due to inappropriate postings, getting hacked, getting their feelings hurt, lack of privacy, inappropriate pictures, bullying, negativity, and stalkers. This study informs teachers, administrators, technology facilitators and parents on social media use by students.
Journal Article
The relationship between negative life events and non-suicidal self-injury (NSSI) among Chinese junior high school students: the mediating role of emotions
Background
Adolescent non-suicidal self-injury (NSSI) is common and adolescence is the most common period of first self-injury, and the occurrence of NSSI is influenced by negative life events and emotional symptoms. The mediating role of emotional symptoms in the interaction between negative life events and NSSI has not been carefully investigated yet.
Methods
For middle school students in three schools in a Chinese province, the Adolescents Self-Harm Scale was used to investigate NSSI, the Adolescent Self-Rating Life Events Check List was used to investigate adolescent negative life events, and the Self-Rating Anxiety Scale and Self-Rating Depression Scale were used to assess their emotional symptoms. After the description of general data and the test for differences between groups, the relationship between negative life events, emotional symptoms and NSSI was analyzed using Pearson correlation analysis. Structural equation modeling was used to analyze the mediating role of emotions in negative life events and NSSI.
Results
A total of 2376 junior high school students completed this survey, which revealed an annual NSSI prevalence of 37.1% (
n
= 881) and a higher prevalence of NSSI among girls and rural adolescents. Among adolescents who developed NSSI, 67.4% (
N
= 594) used multiple means of self-injury. The most common means of self-injury was hair pulling (51.0%), and the most common NSSI purpose and external factors/events were venting bad emotions or feelings (57.5%) and poor academic performance (44.9%), respectively. Negative life events, emotional symptoms and NSSI were positively associated (
P
< 0.05). Structural equation modeling with negative life events, emotional symptoms and NSSI as variables showed that the model-fit index matched the data well, with RMSEA = 0.073, AGFI = 0.945, GFI = 0.980, CFI = 0.985, NFI = 0.982, TLI = 0.968, IFI = 0.985, and negative life events, emotional symptoms (anxiety, depression) and NSSI all had direct effects with standardized path coefficients of 0.16, 0.19, and 0.23, respectively, with negative life events playing an indirect role in NSSI through emotional symptoms and emotional symptoms playing an incomplete mediating role in negative life events and NSSI.
Conclusion
The prevalence of NSSI was higher among Chinese junior high school students. Both negative life events and emotional symptoms were direct risk factors for NSSI. In addition, negative life events were also indirect risk factors for NSSI, and emotional symptoms played an incomplete mediating role in the relationship between the effects of negative life events and NSSI. This indicates that the combination of reducing the frequency of negative life events while maintaining individual emotional stability during adolescent development can effectively reduce the prevalence of NSSI in adolescents.
Journal Article