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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
The impact of COVID-19 and the confinement on the secondary level students of the Eastern region of Morocco
Context:
In March 2020, Morocco announced the first COVID-19 case and implemented preventive measures, including home confinement.
Aims:
Monitoring the psychological effects and prevalence among high- and middle-school students.
Settings and Design:
This study is cross-sectional, carried online.
Methods and Materials:
The survey was conducted by publishing an online questionnaire between May 14, 2020 and June 14, 2020, which included inquiries about socio-demographic data, the conditions of home confinement, activities carried out during confinement, and medical history and sleep patterns. To assess depressive disorder, anxiety disorders, and stress, the survey employed the \"DSRS-c,\" \"SCARED,\" and \"PSS10\" scales, respectively.
Statistical Analysis Used:
Data were received on Google forms coded by Excel 2010 and analyzed by IBM SPSS Statistics 22.
Results:
Out of the 689 participants, 73.7% were females; the mean age was 16.08 years (standard deviation 1.48). 94.8% of subjects reported changes in sleep habits, and 41.4% of adolescents had high levels of depressive symptoms, while 50.7% had high levels of anxiety symptoms. Several factors were significantly associated with anxiety and depressive symptoms, including being a girl (P = 0.000), being a high-school student (P = 0.011), economic struggles during the pandemic (P = 0.003), doubting the necessity of home confinement (P = 0.000), spending over 3 hours a day on social networks and video games (P = 0.000), dropping out of remote learning (P = 0.000), having a psychiatric history (P = 0.000), having chronic illnesses in the family (P = 0.002), and changes in sleep habits (P = 0.000).
Conclusions:
The study found high prevalence of depression, anxiety, and stress symptoms among students during the pandemic, emphasizing the need for mental health awareness and support.
Journal Article
My hero academia. 5, Shoto Todoroki, origin
\"The final stages of the U.A. High sports festival promise to be explosive, as Uraraka takes on Bakugo in a head-to-head match! Bakugo never gives anyone a break, and the crowd holds its breath as the battle begins. The finals will push the students of Class 1-A to their limits and beyond!\"--Back cover.
BOOK
Investigation of the environmental conditions at a junior high school with wooden and non-wooden interior wings I: the effects of wooden classroom interiors on the indoor environment and the psychological and physiological states of junior high school students
In recent years, wooden construction and interior materials in the nonresidential sector have attracted attention for their potential to reduce environmental impacts and improve occupant performance. Previous studies have provided foundational knowledge on the effects of wooden spaces on humans. However, in nonresidential buildings, it is essential to investigate the effects of wooden spaces on humans based on building type, as the performance requirements of each building differ from those of residential buildings. Since school buildings symbolize the community and represent a space, where students spend most of their time, this study investigated the actual environment of school buildings. The purpose of this study was to investigate the actual conditions of students enrolled in wooden and non-wooden classrooms and to consider the advantages of wooden classrooms in real environments. Environmental measurements and surveys on psychological, physiological, and student activity were conducted for 5 days with 144 second-year students at a junior high school in Japan, in both wooden and non-wooden classrooms. Environmental measurements included illuminance, spectral irradiance, temperature, humidity, and atmospheric pressure. Students’ psychological evaluations (concentration, fatigue, comfort, coziness, blackboard visibility, sleepiness, and thermal sensation) were conducted on a 7-point or 9-point scale. In addition, responses regarding mood states to the Profile of Mood States, 2nd Edition, were gathered. Physiological parameters such as pulse rate and blood pressure were measured over time. Activities such as steps and acceleration were measured. The measurements showed that although students in wooden classrooms were less aroused, they scored more positively than those in non-wooden classrooms for most other subjective evaluation items. Students in wooden classrooms had lower negative mood states than those in non-wooden classrooms. No statistically significant physiological differences were identified between students in both interior types. Therefore, this study provides a case study on the positive impact of wooden interiors in junior high schools, particularly on students’ subjective evaluations and mood states.
Journal Article
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
A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students
BackgroundA sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students’ knowledge of science and mathematics requirements for science, technology, engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their preferences for particular career activities, and their likelihood to pursue a STEM career.ResultsAnalysis revealed that while older students had more knowledge about mathematics/science requirements for STEM careers, this knowledge was lacking overall. Also, students with higher MSE were more knowledgeable about STEM career requirements. Furthermore, students with higher MSE and STEM career knowledge were more likely to choose a STEM career. Students with greater interest in technical and scientific skills were also more likely to consider a STEM career than those who preferred career activities that involved practical, productive, and concrete activities.ConclusionsThe results of this study show that students in middle school have a limited STEM career knowledge with respect to subject requirements and with respect to what sort of activities these careers involve. Furthermore, students with low MSE have a declining interest in STEM careers. Our data thus support the need to improve access to knowledge to facilitate students’ understanding of STEM careers and the nature of STEM work. Exposure of students to STEM careers can enhance their interest in pursuing careers involving science, technology, engineering, and mathematics.
Journal Article
Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement
BackgroundSpatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1056 seventh grade students.ResultsUsing hierarchical linear modeling, spatial skills and math motivation were examined relative to students’ performance on a state standardized mathematics subtest. Results indicate that spatial skills and motivation interact to significantly predict students’ mathematics performance.ConclusionsThese results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.
Journal Article
Improving Middle School Students' Subjective Well-Being: Efficacy of a Multicomponent Positive Psychology Intervention Targeting Small Groups of Youth
Most interventions intended to improve subjective well-being, termed positive psychology interventions (PPIs), have neglected to include relevant stakeholders in youth's lives and have not included booster sessions intended to maintain gains in subjective well-being. The current study investigated the impact of a multitarget, multicomponent (i.e., students plus parents), small group PPI on students' mental health (subjective well-being as well as symptoms of internalizing and externalizing forms of psychopathology) at postintervention and approximately two months follow-up. Forty-two seventh-grade students were randomly assigned either to immediately receive the PPI or to a wait-list control group. At postintervention, students who participated in the PPI evidenced significant gains in all indicators of subjective well-being (life satisfaction, positive affect, and negative affect), and there was a trend for practically meaningful reductions in internalizing and externalizing problems relative to the control group. At follow-up, gains in positive affect were maintained. Findings provide preliminary support for this multicomponent PPI as an evidence-based school-based intervention that causes long-lasting improvements in early adolescents' positive affect, a primary indicator of subjective well-being.
Journal Article
Understanding factors that influence students' sense of belonging and engagement in a career exploration program: A mixed methods study
The Talent Identification and Career Exploration (TICE) program, funded by a Jacob K. Javits grant, focuses on increasing underrepresented students’ participation in gifted and talented programs. Early identification for gifted and talented programs expands student learning experiences, and when students from marginalized groups are not identified, they are denied equal opportunity to maximize their potential and enter the appropriate career path. This study focused on sixth‐ and seventh‐grade students from a predominantly rural midwestern state who participated in TICE from 2020 to 2022. Students engaged in four modules focused on sensemaking of their strengths and potential future career matches. This mixed‐methods study used student feedback to understand the relationship between students’ feelings of belonging and learning format on student enjoyment of the modules. Results show that students’ sense of belonging was a significant predictor of student enjoyment for two of the four modules, and learning format was not a significant predictor of student enjoyment. Qualitative data revealed students valued working with each other and learned about themselves and careers for which they would be a potential match. Findings from the study can be applied to inform the development, implementation, and evaluation of school‐based career interventions for talented student populations.
Journal Article
Exploring intrinsic and extrinsic motivational aspects of middle school students' aspirations for their mathematics learning
Middle school students have been pervasively described in the research literature as exhibiting disaffection, disengagement, and a lack of interest in mathematics classrooms. This study investigated this notion empirically using students' own voice on their wishes for mathematics learning to see if they characterise themselves in this way in their self-reports. Over 3500 Australian middle school students responded to a free-format prompt and reported diverse but overwhelmingly positive aspirations related to intrinsic motivational features inherent in their disposition and to extrinsic factors in their environment, such as the learning context and activities provided. Evidence of all four goal orientations was found in the students' responses but most noticeably for the productive mastery-approach orientation. When these students described what they wish for in their mathematics classrooms, they mentioned challenging work, interesting work, and opportunities to collaborate.
Journal Article