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OBJECTIVE: To understand the relationship between academic delay and depression in myopic junior high school students. METHODS: Medical visual acuity examination(including far-vision examination and dioptometry) and questionnaire survey(including Middle School students' Academic Procrastination Questionnaire and Childhood Depression Scale) were conducted among 1752 junior middle school students in a district of Chongqing in June 2022. Difference analysis, correlation analysis and binary Logistic regression analysis were performed on the data obtained from myopic students. RESULTS: 1116(63.69%) students with myopia were detected, 405 students with academic delay and 1289 students with depression. Among them, 266(65.68%) and 835(64.78%) were nearsighted due to academic procrastination and depression. There were significant differences in academic procrastination and depression between myopic and non-myopic students(P<0.01). Moreover, myopic junior high school students have a greater risk of academic procrastination and depression(OR=4.94, 95%CI 3.04-8.01). CONCLUSION: Myopic junior high school students are more likely to have academic delay and depression.

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Object: This study conducted an 8-week experiment with the basketball sports intervention program to explore the relationship between the basketball sports intervention program and the physical self-esteem and school adjustment of first-year high school students, providing references for first-year high school students' school adjustment and related research. Methods: Using convenient sampling,88 students in two classes of grade one in a senior high school in Changzhou were selected as the experimental research objects and were randomly divided into experimental groups (basketball) 44 people (20 male and 24 female; control group routine physical education) 44 people (23 male and 21 female). The exercise intervention lasted 8-week, 3-times-a-week with about 30 minutes of moderate-intensity exercise each time. The control group had normal sports activities, and the exercise intensity was not monitored. The Physical Self-esteem Scale and the School Adaptation Scale were used to measure the data in a group manner before and after the experiment. All data were statistically analyzed with SPSS26.0. Results: (1) After 8 weeks of basketball intervention, the post-test level of school adaptation of first-year high school students was significantly higher than the pre-test (p < 0.01), and the post-test level of physical self-esteem was significantly higher than the pre-test (p < 0.01). (2) Basketball intervention can directly affect the school adaptation of first-year high school students and indirectly affect the school adaptation through physical self-esteem. The direct effect was 86.79%, and the indirect effect was 13.21%. Conclusion: (1) Intervention of moderate intensity basketball can improve first-year high school students' school adaptation and physical self-esteem. (2) Intervention of moderate intensity basketball can directly improve first-year high school students' and school adaptation by improving individual physical self-esteem. Physical self-esteem plays a partial intermediary role between basketball and school adaptation.

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This article presents a theory-driven model in which teacher-student relationships and academic performance are indirectly related through study-related positive emotions and academic psychological capital. A sample of 1,054 Chilean high school students (50.4% females) aged 12-17 (M = 14.46, SD = 1.74) participated in the study. Through structural equation modeling, the direct and indirect effects of the proposed model were calculated. The results show that study-related positive emotions and academic psychological capital mediate between the teacher-student relationship and academic performance. These results have significant implications for improving teaching competencies through positive psychological interventions aimed at developing skills in students and thus improving students' academic performance and general well-being in educational settings.

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The current study investigated the effects of ego-depletion in junior high school students on displaced aggressive behavior and the counteraction of the nature. Study 1 investigated the effects of ego-depletion on displaced aggressive behavior in junior high school students using a within-subject design, comparing the differences in displaced aggressive behavior between the induced ego-depletion condition and the non-induced ego-depletion condition. Results showed that junior high school students exhibited significantly higher levels of displaced aggressive behavior under the induced ego-depletion condition compared to the non-induced ego-depletion condition. Study 2 examined the role of the nature in the process of ego-depletion influencing displaced aggressive behavior. A 2 (ego-depletion: induced ego-depletion vs. non-induced ego-depletion) × 2 (picture type: blank picture vs. natural picture) mixed design was used. A picture-viewing task was inserted between the ego-depletion task and the displaced aggressive behavior task to compare the differences in displaced aggressive behavior between the group that viewed blank pictures and the group that viewed natural pictures. The results showed that under the induced ego-depletion condition, there was no significant difference in displaced aggressive behavior between viewing natural pictures and viewing blank pictures. However, after viewing blank pictures, displaced aggressive behavior under induced ego-depletion condition was significantly higher than under non-induced ego-depletion condition; after viewing natural pictures, there was no significant difference in displaced aggressive behavior between induced ego-depletion condition and non-induced ego-depletion condition. These results suggest that ego-depletion can increase displaced aggressive behavior in junior high school students, but this phenomenon is not observed after exposure to nature. The current study provides empirical evidence for investigating the effects of ego-depletion on displaced aggressive behavior.

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OBJECTIVE: This study aimed to examine the complex associations between Internet addiction, sleep disturbances, and disordered eating behaviors. METHODS: This cross-sectional study included 646 students from 17 high schools in Edirne, Türkiye between December 2023 and May 2024. A face-to-face questionnaire was administered to assess demographic characteristics, Internet addiction (YIAT), sleep quality (PSQI), and eating behavior (TFEQ-R21). RESULTS: In total, 644 students completed the study. The prevalence of Internet addiction among adolescents was 16.3%, with a similar prevalence among male and female adolescents. The prevalence of poor sleep quality among adolescents was 6.4%, and this trend was more pronounced in male adolescents, with an incidence of 13.0%. A weak positive correlation was observed between Internet addiction and disordered eating behavior. Additionally, a moderate positive correlation was observed between poor sleep quality and disordered eating behavior. Gender, maternal education level, Internet addiction, and poor sleep quality were significant predictors of eating disorders in adolescents. CONCLUSION: The findings of our study are of significant value in providing insights into the development of programs designed to prevent undesired eating behaviors.

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BACKGROUND: Youth with foster care experience are disproportionality burdened with poor academic outcomes compared to non-foster experience youth. The Fostering Academic Success in Education (FASE) pilot program provides comprehensive onsite educational case management services to foster care youth. OBJECTIVE: We used mixed methods to explore the effects of FASE on participating youth's academic performance and perceived self-efficacy to manage mental health services and support. PARTICIPANTS AND SETTING: Between 2020 and 2023, the FASE pilot program was delivered to 40 middle and high school students involved in child welfare services and out-of-home placements. METHODS: Quantitative data comprised pre-post FASE intervention academic outcomes (GPA, attendance, and tardies) and the Youth Efficacy/Empowerment Scale-Mental Health (YES-MH). Paired sample t-tests and one-way ANOVA were used to assess difference in time outcomes. Qualitative generating questionnaires were administered to FASE youth and school personnel annually. RESULTS: After participating in FASE for one academic year, youths' GPA significantly improved (mean 2.38-2.80, p = .001), tardies significantly reduced (mean 3.78-3.1, p = .011), unexcused periods significantly reduced (mean 17.30-9.51, p = .018) and there was a significant improvement in YES-MH scores (mean 46.9-55, p = .001). Female youth had larger GPA and YES-MH score increases than male youth. FASE youth and personnel attributed academic success to the comprehensive support received by the program's educational social worker. CONCLUSIONS: The FASE program holds promise in improving academic performance and mental health self-efficacy among foster care-involved youth.

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This research presents and confirms an intermediary model, deeply anchored in self-determination theory, to dissect the influence of Chinese high school students' core psychological needs and intrinsic drive on the nexus between educators' autonomous backing and students' proficiency in feedback literacy, highlighting the mediating roles of these elements. A survey of 704 Chinese senior high school students, including 319 males and 385 females, employed the Feedback Literacy Scale, Basic Psychological Needs Scale, Intrinsic Motivation Scale, and Perceived Teacher Autonomy Support Scale. The study's discoveries illuminate that educators' autonomous support not only directly amplifies students' feedback literacy but also has an indirect impact through the intermediation of basic psychological needs and intrinsic motivation, along with their interconnected dynamics. This inquiry not only deepens our grasp of the mechanisms interlinking teacher support with feedback literacy but also critically evaluates the findings to proffer targeted recommendations, thereby enhancing our comprehension of the underlying processes and guiding educational practices and student development.

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Objective: Examining the current situation of test anxiety among first year senior high school students in Yanji City and investigating the factors that contribute to exam anxiety. Methods: Using cluster sampling, a survey was conducted on 1,550 first-year high school students from three high schools in Yanji City in April-May 2023. The survey utilized general information questionnaires, the Minnesota Multiphasic Personality Inventory (MMPI), and the Self-Rating Anxiety Scale (SAS). Logistic regression analysis was used to determine the influencing factors of test anxiety. Results: A total of 1,550 first-year high school students were included in the analysis, with a test anxiety occurrence rate of 79.8%. Test anxiety exhibited statistical differences among different genders, ethnicities, family economic levels, frequency of communication with parents, and relationships with parents (with results of 53.44, 10.42, 17.31, 20.42, 31.95, all p < 0.05). Scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), psychopathic deviate (Pd), schizophrenia (Sc), and hypomania (Ma) in the 10 clinical personality scales were significantly positively correlated. Logistic regression analysis revealed that gender, ethnicity, frequency of communication with parents, and scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), and hypomania (Ma) in the 10 clinical personality scales were the main influencing factors for test anxiety in first-year high school students (all p < 0.05). Conclusion: The test anxiety level of high school students in Yanji City is relatively high, with variations in test anxiety levels among students of different genders, ethnicities, parental communication styles, and deviant personality traits. It is recommended that schools and teachers should give more consideration to test anxiety among high school students, particularly targeting those with potential risk factors. Parents should also be more attentive to their children's development and advancement, and improve their family education principles.

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Purpose: The learning subjective well-being of high school students has significant value for their academic achievement and future life development. A growth mindset is one of the key factors affecting the learning subjective well-being of high school students. However, research on the mechanism by which a growth mindset affects learning subjective well-being is still relatively limited. Therefore, the study aims to investigate the impact of a growth mindset on the learning subjective well-being of high school students, as well as the role that achievement motivation and grit play as serial mediators in this relationship. Methods: This study employed a convenience sampling method to select 708 high school students from Chinese public high schools as participants. The research utilized the Growth Mindset Scale, Achievement Motivation Scale, Grit Scale, and the Learning Subjective Well-being Questionnaire for High School Students to collect data. All data were analyzed using SPSS 26.0, employing Model 6 from Hayes' SPSS PROCESS macro to test the serial mediation model. Results: Our results found that (1) high school students' growth mindset positively predicted their learning subjective well-being. (2) Achievement motivation played a mediating role between a growth mindset and learning subjective well-being among high school students. (3) Grit acted as a mediator between learning subjective well-being and growth mindset among high school students. (4) Achievement motivation and grit served as serial mediators between a growth mindset and learning subjective well-being among high school students. Conclusion: A growth mindset can influence the learning subjective well-being of high school students through achievement motivation and grit. Educators can enhance the learning subjective well-being of high school students by implementing intervention strategies that foster a growth mindset, achievement motivation, and grit.

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Introduction: The recent COVID-19 pandemic has profoundly disrupted the eating and lifestyle habits among populations, especially among younger populations who are more prone to unhealthy dietary behaviours. However, current knowledge related to eating and lifestyle patterns, especially physical activity and sleep among different generations is limited. Our study sought to understand the eating habits, physical activity, and sleep behaviours among high school students compared to their parents in Saudi Arabia, before and during the COVID-19 pandemic. Methods: This study was conducted in public high schools in Jeddah, Saudi Arabia (n = 8 schools), spanning from September 2021 to April 2022. Data were collected using an online questionnaire, distributed to all students and their parents (n = 516) in these schools. Results: During the pandemic, parents (46.4%) showed a heightened interest in health and nutrition compared to students (32.7%, p = 0.001). Food preferences changed for 58.1% of participants; 70.0% of parents and 36.7% of students opted for homemade food (p < 0.001). Unhealthy behaviours like eating out were more common in students. Weight varied by 74.0% during COVID-19, with more parents (41.4%) gaining weight than students (31.6%, p = 0.018). Physical activity dropped more for parents (42.1%) than students (23.9%), though 30.7 and 31.6% reported increases, respectively (p < 0.001). Regardless of the pandemic, students were more likely to sleep later compared to parents (58.0% vs. 41.4%; p < 0.001), while parents were more prone to waking up earlier compared to students (81.4% vs. 67.3%, p = 0.002). Discussion: The findings underscore the varied pandemic impact on eating habits and physical activity between students and parents. Tailored interventions are vital for promoting healthier choices during health crises.

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BACKGROUND: Adolescents frequently encounter a spectrum of psychiatric conditions, predominantly depressive and anxiety disorders, along with various behavioral disturbances. OBJECTIVE: This investigation aims to delineate the prevalence of depressive disorders among adolescents in urban Vietnam and to elucidate the interrelationships between familial and school-related dynamics and adolescent depression. MATERIALS AND METHODS: A cross-sectional survey was conducted in 2022, involving 507 students aged 15 to 17 from high schools in Hanoi, Vietnam. Reynolds Adolescent Depression Scale - Second Edition (RADS-2) was used to assess the presence of depressive symptoms. Social-demographic characteristics, adolescent-family and adolescent-school relationships, and academic environment characteristics of high school students were interviewed. Multivariate Tobit regression models were employed to discern contributory factors across four domains of RADS-2. RESULTS: Among the 507 adolescents, the mean scores on the RADS scale were 15.1 ± 4.2 for the dysphoric mood domain, 16.4 ± 4.0 for the anhedonia-negative domain, 13.1 ± 4.4 for the negative self-evaluation domain, and 12.4 ± 3.7 for the somatic complaints domain. The analysis indicated that adolescents with suboptimal parental relationships, absence of confidants, frequent parental conflicts, exposure to parental arguments, substantial exam-related stress, or overwhelming academic demands were more likely to exhibit elevated depressive symptoms. Conversely, adolescents who were satisfied with their friendships at school and received care, support from teachers or friends, and involved in school's extracurricular activities lower exhibited levels of depression. CONCLUSIONS: Findings reveal the significant impact of family and peer relationships, as well as academic stress, on the development of depressive symptoms. These significant results inform the design and development of future interventions aimed at mitigating depression risks among high school students, emphasizing the crucial roles of both educational institutions and family dynamics.

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In the realm of classroom assessment, the shift towards "assessment as learning" underscores the pivotal role of students in developing assessment literacy. This study aims to bridge the gap in the literature by examining the understudied area of students' assessment literacy. The author introduces a novel chain mediation effect structure model to investigate the interactions between teacher autonomy support, self-efficacy, critical reflection, and students' assessment literacy. The sample comprises 704 high school students from central China, with an even gender distribution (321 boys and 383 girls), which provides a robust dataset for analysis. By utilizing the Student Evaluative Scale, Critical Reflection Scale, and Self-Efficacy Scale, the study reveals a significant and positive correlation between teacher autonomy support and the level of assessment literacy among students. Furthermore, the findings indicate that self-efficacy and critical reflection act as mediators in the relationship between teacher autonomy support and students' assessment literacy. This suggests that educators who foster an environment of autonomy, empowering students to take ownership of their learning, can significantly enhance students' belief in their own abilities (self-efficacy) and their capacity for reflective thinking, thereby improving students' assessment literacy. The study concludes with concrete suggestions for classroom practice and identifies avenues for future research to further refine our understanding of the complex interplay between teacher support, student self-efficacy, critical reflection, and assessment literacy.

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It is recommended to implement the teaching of Basic Life Support (BLS) in schools; however, studies on the best training method are limited and have been a priority in recent years. The objective of this study was to analyze the attitudes and practical skills learned during BLS training using a gamified proposal. A comparative study was carried out, consisting of Compulsory Secondary Education students [control group (CG; classical teaching) and experimental group (EG; gamified proposal)]. The instruments used were the CPR and AED action sequence observation sheet, data from the Laerdal Resusci Anne manikin and AED and Attitude Questionnaire towards Basic Life Support and the Use of the Automated External Defibrillator. Sixty-eight students (33 girls) with a mean age of 13.91 ± 0.70 years were recruited. Results were significantly better in the EG (n = 37) [i.e., breathing control (p = 0.037); call to emergency services (p = 0.049); mean compression depth (p = 0.001); self-confidence (p = 0.006); intention to perform BLS and AED (p = 0.002)]; and significantly better in the CG (n = 31) [Total percentage of CPR (p < 0.001); percentage of correct compression (p < 0.001); time to apply effective shock with AED (p < 0.001); demotivation (p = 0.005). We can conclude that the group that was trained with the training method through the gamified proposal presents better intentions and attitudes to act in the event of cardiac arrest than those of the classic method. This training method allows for similar results in terms of CPR and AED skills to classical teaching, so it should be taken into account as a method for teaching BLS to secondary education students.

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Background: Using data from a nationwide survey among high school students in Denmark, the aim of the current study is to measure the prevalence of online bullying and online sexual harassment and assess gender and age differences in exposure. Methods: We used data from the Danish National Youth Study 2019, which is a nationwide web survey among high school students, including general, commercial, preparatory and technical high schools. Data were collected from January to April 2019 through a self-administered questionnaire in the classroom. A total of 29,086 students participated (response rate: 66%). The survey included questions about online sexual harassment (victimization and perpetration) and online bullying. Results: Approximately 11% of students reported receiving sexually offensive inquiries online, and about 10% received a sexual image/video of others without the subjects' consent. Additionally, 4% experienced that other people shared a sexual image/video of them without their consent within the last 12 months. The most common type of online bullying was feeling ignored by others online (25%), followed by someone spreading rumors or writing nasty things about them (13%), and receiving threats/unpleasant messages (12%). Gender results were mixed.

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PURPOSE: The purpose of this study was to determine the associations of health literacy and sleep quality with depressive symptoms in adolescents. DESIGN AND METHODS: This descriptive cross-sectional study was conducted with 1081 high school students in Turkey. The data were collected online using the Health Literacy for School-Aged Children Scale, Pittsburg Sleep Quality Index, and the Center for Epidemiological Studies Depression Scale for Children. The chi-square test and binary logistic regression analysis were used to analyze the data obtained from the scales. RESULTS: The prevalence of depressive symptoms, sleep problems, and low health literacy was 78.4%, 70.6%, and 11.3%, respectively. Sleep problems were significantly positively correlated with depressive symptoms (OR = 4.187, 95% CI: 2.998 -5.848). The students who were experiencing sleep problems and had low health literacy were at risk of the most severe depressive symptoms (OR = 12.696, 95% CI: 5.122-31.474). CONCLUSIONS: Overall, depressive symptoms and sleep problems were common among the adolescents in the study sample. The students who had sleep problems and low health literacy were at an increased risk for depressive symptoms. PRACTICAL IMPLICATIONS: To prevent mental health problems in adolescents, intervention programs focused on increasing the health literacy levels and improving sleep quality in this population are recommended.

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Objective: Hyperacusis, characterized by an abnormal sensitivity to everyday sounds, is a condition associated with subjective distress and physiological changes in the auditory system. Prevalence rates have varied significantly worldwide, emphasizing the need for standardized criteria. This study aimed to determine the prevalence of hyperacusis among high school students in Mysore district and explore gender differences. Methods: A diverse cohort of 597 high school students participated in this cross-sectional study. The Modified Khalfa Hyperacusis Questionnaire assessed hyperacusis symptoms. Demographic data included age, gender, and educational status. A cut-off score of 28 on the questionnaire identified hyperacusis cases. Data were analyzed descriptively. Results: The study revealed a substantial hyperacusis prevalence of 17.25% among high school students in the Mysore district. Out of 103 identified cases, 43.69% were females, and 56.31% were males. These results suggest a potential gender disparity in hyperacusis prevalence. The study's findings highlight the high prevalence of hyperacusis among Indian high school students, emphasizing the need for attention to this issue in adolescent health. Gender differences observed in this study align with previous research, indicating a higher prevalence among males. Conclusions: Hyperacusis is a prevalent condition among Indian high school students, warranting further research on its causes and co-occurrence across different age groups. These findings underscore the significance of addressing hyperacusis as a critical health concern among adolescents and emphasize the need for tailored interventions and increased awareness.

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We created a 2-week, dual-module summer course introducing high school students to environmental toxicology by teaching them quantitative polymerase chain reaction (qPCR) as a way to quantify gene expression of chemical defense proteins in response to exposure to environmental pollutants. During the course, students are guided through the various stages of a successful qPCR experiment: in silico primer design and quality control, total RNA extraction and isolation, cDNA conversion, primer test PCR, and evaluation of results via agarose gel electrophoresis or UV/Vis spectra. The course combines lectures, discussions, and demonstrations with dry and wet laboratory sections to give students a thorough understanding of the scope, utility, and chemical principles of qPCR. At the end of the course, the students are taught how to analyze qPCR data and are encouraged to discuss their findings with other classmates to evaluate their hypotheses and assess possible sources of error. This course was designed to be easily adaptable to multiple test species, chemical exposures, and genes of interest. To explore both terrestrial and aquatic toxicology, the students use honey bees (Apis mellifera) and mosquitofish (Gambusia affinis) as test organisms, as well as ABC-type efflux transporters, antioxidant enzymes, and cytochrome P450 enzymes as endpoints for assessing gene expression. We share this course setup and applied protocols to encourage others to design and offer similar courses that give high school students a hands-on introduction to a broad swath of environmental toxicology research and an opportunity to develop scientific skills necessary for university-level research.

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BACKGROUND AND AIMS: Disposable e-cigarette use has increased among United States (US) high school students in recent years. However, there is limited research on the profile of these users, how often they use these products, and whether they displace cigarette smoking. This study aimed to measure how disposable e-cigarette use among US youth varies according to demographic characteristics and whether there is any association between e-cigarette use and reduced use of traditional cigarettes. DESIGN: We used cross-sectional data from the 2022 National Youth Tobacco Survey and conducted a multinomial logistic regression to examine factors associated with the types of e-cigarette devices used in the prior 30 days, adjusting for sex, sexual identity, grade level and race/ethnicity. We also used a finite mixture model to account for unobserved differences among users and identify e-cigarette use patterns in different subgroups of users. SETTING: United States. PARTICIPANTS: High school students in grades 9-12 (n = 14 389). MEASUREMENTS: Survey participants self-reported the type of e-cigarette device used, the frequency of e-cigarettes used and cigarettes smoked over the past 30 days. FINDINGS: Disposable e-cigarettes were the most popular e-cigarette type. Sex, sexual orientation, grade level and race/ethnicity were associated with disposable e-cigarette use. The odds of disposable e-cigarette use were lower in male students than in female students (odds ratio [OR] = 0.78, 95% confidence interval [CI] = [0.64-0.96]), and higher in students who identified as gay or lesbian (OR = 1.70, 95% CI = [1.11-2.61]) or bisexual (OR = 1.52, 95% CI = [1.16-1.99]) than in heterosexual students. The odds of disposable use were higher among students in higher grades (10th, 11th and 12th) than in 9th graders (OR = 1.71, 2.24 and 2.52, respectively). Disposable e-cigarette users had a lower frequency of traditional cigarette use than other e-cigarette users, both in the low-frequency class (incidence rate ratio [IRR] = 0.33, 95% CI = [0.12-0.92]) and the high-frequency class (IRR = 0.27, 95% CI = [0.08-0.92]). CONCLUSIONS: Disposable e-cigarette use appears to be higher among United States high school students who are female, older and/or identify as gay, lesbian or bisexual. Disposable e-cigarettes appear to be associated with reduced traditional cigarette use.

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The intricate relationship between physical health and cognitive development has been a focal point of multidisciplinary research, suggesting that motor skill proficiency could influence academic outcomes. This study aimed to investigate the correlation between motor control, mobility, stability-measured by the Functional Movement Screen (FMS)-and academic performance among high school students. Conducted with 201 participants from a public high school in Spain, this descriptive non-experimental research divided students into high and low academic performance groups based on their average grade scores, with the median used as the criterion for distinction. The FMS was utilized to assess fundamental motor skills, and academic performance was verified across mathematics, language, science, and physical education subjects. The findings revealed a significant positive relationship between the FMS scores and academic achievement (r = 0.691; p < 0.001), indicating that students with higher motor skill proficiency had higher academic achievement. This correlation persisted across the various subjects, highlighting the potential benefits of integrating physical education and motor skill development into educational strategies. The study's results suggest that educational policies should advocate for comprehensive physical education programs to foster both physical well-being and academic improvement, thereby promoting a holistic educational model that enhances student performance across disciplines.