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The association between quality of life(QOL) and health literacy among junior middle school students: a cross-sectional study
Lower health literacy is associated with poor quality of life (QOL) among patients with chronic disease; little is known about this relationship among the general population, especially for child and adolescent. To fill this gap, this paper aimed to investigate the association between health literacy and QOL in junior middle school students, and explore how QOL varies by health literacy.
An anonymous cross-sectional survey was conducted among junior middle school students (aged 12-15) from Shapingba district, Chongqing in China, and participants were recruited using stratified cluster sampling. Health literacy and QOL were measured using two validated scales, and quantified using a five-point Likert scale with health literacy classified as low, medium, or high. We used multivariable logistic regression to test adjusted association between health literacy and QOL.
A total of 1774 junior middle school students were evaluated, with the mean age was 13.8 ± 1.0 and of whom 905 (51.0%) were male. About 25.5% of the research subjects had a low health literacy. When controlling for age, grade, family structure and other covariates, highest discrimination was found among participants with low to high health literacy. Overall, Students who equipped with higher health literacy was associated with greater QOL (P < 0.01), and this discrimination remained significant in subscales: physiological well-being (P < 0.01), mental well-being (P < 0.01), social well-being (P < 0.01) and pubertal well-being (P < 0.01).
The prevalence of low health literacy among junior middle school students in Chongqing area was relatively high, and inadequate health literacy may contribute to poorer QOL among junior middle school students. It merits further longitudinal studies to confirm the impact of health literacy on QOL. Overall, to improve students' QOL, public health efforts for further improving awareness and enhancing effective promotion and education are urgently needed in junior middle school students, especially for low health literacy populations.
Journal Article
Beyond the bedtime story : promoting reading development during the middle school years
\"Beyond the Bedtime Story: Understanding and Promoting Reading Development During the Middle School Years was written for educators, parents, and all who care about promoting the reading development of middle school students. The book fills a much-needed void in scholarly literature by considering the unique developmental nature of early adolescence. Although the authors highlight many of the challenges with promoting reading achievement during the middle school transition years, their hope is that this user-friendly book will suggest ways that reading can remain a critical part of middle school students' lives, both in and out of school, so that we can create a nation of life-long readers.This book also encourages practitioners and family members to accept the challenge of creatively engaging reluctant readers so that all middle school students will share in the literacy legacy begun in preschools and elementary schools and offers practical strategies to build this legacy.\" -- www.amazon.com
Book
The prevalence of child maltreatment among Chinese primary and middle school students: a systematic review and meta-analysis
Purpose
The purpose of this study was to provide an estimate of the prevalence of child maltreatment among Chinese primary and middle school students. An attempt was also made to explore the causes of heterogeneity by analyzing stratified variables and other potentially related factors included in the study.
Methods
Literature retrieval has been carried out in the databases, including Pubmed, Embase, Web of Science, Cochrane Library, China National Knowledge Infrastructure (CNKI), Wanfang database and China Biology Medicine disc (CBMdisc), for relevant published studies up to October 2019. The Cochran’s chi-squared test (Cochran’s
Q
),
I
2
test and subgroup analysis were performed to evaluate the heterogeneity. Funnel plots were used to detect publication bias. Trim-and-fill method was performed to identify possible asymmetry and assess the robustness of the conclusions.
Results
A total of 1433 studies were obtained after retrieval. Finally, 19 eligible studies were included in meta-analysis after detailed exclusion. The pooled prevalence of child physical abuse (CPA), child emotional abuse (CEA), child sexual abuse (CSA), child physical neglect (CPN) and child emotional neglect (CEN) were 0.20 (95% CI 0.13, 0.27), 0.30 (95% CI 0.20, 0.39), 0.12 (95% CI 0.09, 0.15), 0.47 (95% CI 0.35, 0.58) and 0.44 (95% CI 0.28, 0.59), respectively. In subgroup analyses, a higher prevalence of CEN was reported in rural areas. Meanwhile, the prevalence of CPN and CEN in non-only child group was higher than that observed in only child group. Compared with children without mental symptoms, children with mental symptoms have a higher incidence of all categories of child maltreatment. In terms of assessment tools, studies using Childhood Trauma Questionnaire as an assessment tool reported lower prevalence of CPA, CEA. Childhood Trauma Questionnaire In addition, the prevalence of CPN, CEN in studies conducted in northern China was significantly higher than that estimated in southern and central China. For CSA, eight additional studies required trimming according to the trim-and-fill analysis, and the pooled estimate was 0.042 after filling. For CPA, CEA, CPN and CEN, there were no indications of publication with the trim and fill method (data unchanged).
Conclusion
Our findings indicated that primary and middle school students had a relatively high prevalence of maltreatment. Because of the visible heterogeneity of the studies included, more large samples, high-quality and prospective studies are needed in the future to acquire the accurate prevalence of child maltreatment in China. Certainly, future research needs to focus not only on the estimate of prevalence of child maltreatment, but also on risk factors and intervention strategies for child maltreatment.
Journal Article
Piper Morgan plans a party
Piper is excited to help her mom plan a big party for another girl her age. After all, who doesn t love a good party? But when Piper and her mom arrive, they are in for an unpleasant surprise: A spoiled little girl, a huge mansion, and a list of impossible demands from the birthday girl that includes a real-life princess and grape jelly beans. How will they ever pull off the show-stopping party that Emmy is demanding? It seems like no matter what they suggest, Emmy is never happy. Can Piper help her mom pull off the best party ever? Or will the party turn into a big fat mess?
Book
Students’ school climate perceptions: do engagement and burnout matter?
This study, conducted with a person-oriented approach, aimed to assess whether students who are positively engaged in school activities and daily practices perceive their school climate differently from students who feel distant and less engaged in school. To achieve this aim, by means of a Latent Profile Analysis with the 3-step approach, we first identified student profiles on the basis of their levels of school engagement and burnout, and then verified whether the school climate perceptions differed for the various profiles. The study involved 1065 Italian middle-school students (49% females, M
age
= 11.77). School climate perceptions were assessed with the Multidimensional School Climate Questionnaire. Multidimensional measures were used for student engagement and school burnout. Four student profiles, labelled Cynically disengaged (5.9%), Moderately disengaged (21.6%), Peacefully engaged (46.1%) and Tenseley engaged (26.4%), were identified. The first two profiles involved low levels of engagement and high levels of cynical burnout, with the former showing more extreme scores. The other two profiles depicted engaged students, with the latter also revealing feelings of pressure and disillusion. The four profiles differed in their school climate perceptions, with the Peacefully engaged students reporting the highest scores and the Cynically disengaged students embodying the most critical perceptions. The study’s educational implications are discussed.
Journal Article
Multiethnic books for the middle-school curriculum
The purpose of this book is to make it easier for teachers and librarians to infuse curricula with multiethnic literature. The list of recommended titles, for grades 5-8, is organized by curricular area.
eBook
Falling in
Middle-schooler Isabelle Bean follows a mouse's squeak into a closet and falls into a parallel universe where the children believe she is the witch they have feared for years, finally come to devour them.
Book
Research on the Relationships between Psychological Problems and School Bullying and Non-Suicidal Self-Injury among Rural Primary and Middle School Students in Developing Areas of China
(1) Purpose: To analyze the role of psychological problems in connection with school bullying and non-suicidal self-injury (NSSI) among rural primary and middle school students in developing areas of China. (2) Methods: A multi-stage, stratified, cluster random sampling method was used to select 2284 rural primary and middle school students in Jiangxi Province for study. Questionnaires regarding the health risk behaviors of children in developing areas were left behind at primary and middle schools, and they were later collected and analyzed by using the mental health diagnostic monitoring scale for Chinese primary and middle school students. Pearson correlation, logistic regression, and bootstrap tests were conducted to analyze the association between psychological problems, school bullying, and NSSI. (3) Results: The incidence of NSSI in rural primary and middle school students in Jiangxi Province was 14.84%. Compared with other children with behavioral problems, those who had experienced school bullying and had mild/severe psychological problems were more likely to have engaged in NSSI behaviors (
< 0.001). Psychological problems have a mediating effect between school bullying and NSSI, which accounted for 12.96% of the total effect. (4) Conclusion: Psychological problems are likely an effect modifier in the connection between school bullying and NSSI behaviors. Therefore, effectively targeting psychological problems in rural primary and middle school students in Jiangxi Province may help prevent and control NSSI behaviors in students who have experienced school bullying.
Journal Article