Nutritional improvement status of primary and secondary school students in the pilot nutrition improvement areas of Hainan, China from 2014 to 2021.

OBJECTIVE: By meticulously tracking the evolving growth, development, and nutritional status of primary and secondary school students in Qiongzhong County from 2014 to 2021 post-implementation of the "Nutrition Improvement Program for Rural Compulsory Education Students"(NIPRCES, This project provides a supplementary food allowance of at least ï¿¥4 per person per day for primary and secondary school students. The project area undergoes annual routine monitoring.), this study aims to offer a scientific basis for enhancing and promoting the project. Through thorough monitoring of students' nutritional status changes influenced by this program, we strive to establish a comprehensive and evidence-based framework for its future advancement. METHODS: From 2014 to 2021, this study employed a multi-stage sampling method utilizing cluster sampling to select six primary and six secondary schools in Qiongzhong County, Hainan Province. Data on the growth and development of respondents were collected. This cohort was a dynamic cohort with a total of 18,762 final data recovered. The prevalence of malnutrition was evaluated using the Cochran Armitage Trend Test (CATT) to assess year-to-year changes. Furthermore, height/weight and the prevalence of malnutrition between groups were compared using the t-test, χ2 test, and Bonferroni's corrected analysis. RESULTS: The average height of both boys and girls has increased. In 2021, boys and girls of all ages showed an average height increase of 2.31 cm and 1.98 cm, respectively, compared to 2014. Nevertheless, the growth and development levels, and rate of improvement of these students remain comparatively lower than their rural counterparts across China, who are of the same age. From 2014 to 2021, the prevalence of undernutrition (mainly wasting) showed a significant downward trend (P < 0.05) from 29.30% to 22.19%, and the prevalence of overnutrition showed an upward trend (both P < 0.05). The prevalence of undernutrition was higher among boys, students in grades 1-3 and those of Li nationality. Meanwhile, the prevalence of overnutrition was higher among boys, students in grades 1-3 and those of Han nationality. CONCLUSIONS: Over the 8-year period of NIPRCES, there has been progress in the growth and development of students, yet levels still lag behind the national average for rural students of the same age. While malnutrition prevalence have decreased, they remain high, with a concerning rise in overnutrition prevalence. Undernutrition and overweight/obesity are more prevalent among boys and younger students. Li students show higher prevalence of undernutrition, while overnutrition is a growing issue among Han students. Simultaneously, local education and health care departments must acknowledge the disparities in growth and nutritional status among primary and secondary school students residing in rural areas within the tropics and those in rural areas across the entire nation. Nutritional improvement measures should be tailored to local conditions.

Curriculum-based sexual and reproductive health education: revealing its relevance for risky sexual behaviors among secondary school students in Mwanza, Tanzania.

BACKGROUND: Secondary school students are vulnerable to risky sexual behaviors (RSBs) which may lead to adverse health consequences, such as teenage pregnancies and sexually transmitted diseases (STDs), including HIV/AIDS. In Tanzania, the burden of teenage pregnancy was reported to be 27% in 2016. The integration of sexual and reproductive health (SRH) education into the school curriculum is one of the proven crucial interventions. However, there is limited information on the extent to which curriculum-based SRH education is relevant for fostering good practices for coping with RSBs. This study sought to describe students' and teachers' perceptions of the relevance of curriculum-based SRH education. METHODS: A qualitative study was conducted from May to June 2020 (involving 5 secondary schools in Ilemela district, Mwanza, Tanzania). In-depth interviews (30) were conducted among secondary school students and 10 interviews for teachers. The data were collected in Swahili and then transcribed and translated into English after which thematic content analysis was performed. RESULTS: The majority (56%) of secondary school students were revealed to have a limited understanding of curriculum-based SRH education, which was limited to a few aspects of health that involved married people and pregnant women. Teachers of different subjects had different perceptions about the relevance of curriculum-based SRH education. Civics teachers had the perception that it was relevant and enough, while Biology teachers thought that it was not enough. Students reported utilizing the information taught in class to manage and navigate RSBs. Moreover, they expressed a need for additional delivery strategies to be used for a comprehensive understanding of sexual and reproductive health. CONCLUSION: Despite the identified gaps in providing a comprehensive knowledge that builds on the appropriate attitudes and skills, the existing curriculum-based SRH education in secondary schools was utilized to help students in addressing and managing RSBs. However, there is a need for more comprehensive information and an improved delivery approach for SRH to equip students with the necessary skills when faced with RSBs.

Sexual and reproductive health (SRH) education integrated into school curricula has proven effective in addressing risky sexual behaviors (RSBs) among in-school adolescents. Adolescents attending secondary schools, are susceptible to RSBs such as early sexual activity, multiple partners, unprotected intercourse, and unsafe abortions, leading to adverse health outcomes such as teenage pregnancies and HIV/AIDS. Despite the integration of SRH education into secondary school syllabi, these behaviors are still evident among students. There is a lack of data on the impact and relevance of curriculum-based SRH education on RSBs. To explore the relevance and effectiveness of SRH education in addressing RSB patterns, in-depth interviews were conducted among secondary school students and civics and biology teachers focusing on their perceptions and practical outcomes of SRH education in reducing RSBs. After conducting a thematic content analysis three main themes were discovered: (1) Student's understanding of curriculum-based SRH education in coping with RSBs (2), Perceptions of curriculum-based SRH education in coping with RSBs and (3) Utilizing curriculum-based SRH education in coping with RSBs. Majority of secondary school students (56%) had a limited understanding of SRH narrowed to aspects concerning married individuals and pregnancy. Teachers provided varying opinions regarding the efficacy of curriculum-based SRH education, with Civics instructors believing there is relevance while Biology teachers considered it limited. Students acknowledged using the available knowledge to address RSBs but expressed a desire for supplementary strategies to achieve a more thorough understanding of SRH. Improving the SRH education provided in schools will help reduce the consequences of RSBs.

The effect of self-esteem development programme applied to secondary school students on self-esteem and peer bullying victimization: A randomized controlled trial.

BACKGROUND: Self-esteem and peer bullying, which affect the academic success and psychological development of secondary school students, are increasingly becoming a serious problem. AIM: This study was conducted to examine the effect of the Self-Esteem Development Programme applied to secondary school students on self-esteem and peer bullying victimization. METHODS: This randomized controlled trial was conducted with 66 students (intervention = 33, control = 33) studying in the 6th grade at a secondary school. Personal Information Form, Rosenberg Self-Esteem Scale and Peer Bullying Identification Scale Adolescent Form were used to collect the data. The intervention group received 8 sessions of Self-Esteem Development Programme in the form of one session per week of 45-60 min; the control group continued their routine education programme. RESULTS: In the study, after the Self-Esteem Development Programme, the mean self-esteem score of the intervention group increased and the mean peer bullying score decreased, and the difference between the groups was found to be statistically significant (p < 0.05). CONCLUSION: In conclusion, it can be stated that the Self-Esteem Programme is an effective psychiatric nursing intervention in increasing self-esteem and reducing peer bullying. IMPLICATIONS FOR PRACTICES: Students with low self-esteem are at risk of exposure to peer bullying. This study provides significant evidence for improving the self-esteem and reducing peer bullying among students who are at risk due to low self-esteem and peer bullying. The results of this study demonstrate that the Self-Esteem Development Programme can be utilized to enhance self-esteem and reduce exposure to peer bullying among students. CLINICALTRIALS ID: NCT04737374.

The relationship between internet addiction, sleep quality, and psycho-social problems among secondary school students in Erbil, 2023-2024.

OBJECTIVE: This study aimed to show the association between internet addiction (IA), sleep quality, and psycho-social problems among secondary school students DESIGN: A cross-sectional, descriptive, and correlational study design was used. SAMPLE: A total of 557 students from four secondary schools in Erbil were selected using multistage cluster sampling MEASUREMENTS: The questionnaires of this research contained socio-demographic data, Internet Addiction Test (IAT), Pittsburgh Sleep Quality Index (PSQI), and Pediatric Symptom Checklist-Y (PSC-Y) questionnaire. RESULTS: Findings indicated that students displayed a mild IA, averaging a score of 42.9 ± 19.18. Furthermore, the average sleep quality (PSQI) score was 8.95 ± 2.75, indicating moderate sleep disturbance, and the average score for psycho-social problems was 27.78 ± 13.29. Importantly, there was a strong and positive association between IA and psycho-social issues, as shown by a correlation coefficient of 0.31 (p < .001). Sleep quality was correlated with IA and psychosocial issues (p < .001, correlation values: .23 and .27, respectively) CONCLUSIONS: The study highlights the urgent need for health policymakers and nursing managers in Erbil to develop targeted interventions, such as awareness campaigns and digital well-being programs in school curricula, to mitigate the interlinked issues of IA, sleep quality, and psycho-social problems among students.

Prevalence and associated factors of non-medical use of prescription drugs among adolescents in secondary schools in Buea, Cameroon: a cross-sectional study.

BACKGROUND: The non-medical use of prescription drugs is a growing public health problem worldwide. Recent trends in Cameroon show that the use of psychoactive substances, among which are prescription drugs by adolescents is becoming a public health issue and is linked to juvenile delinquency and violence in schools. However, there is a paucity of data on the burden of this phenomenon among adolescent secondary school students in the country. The aim of this study was to determine the prevalence and factors associated with the use of non-prescription drugs in secondary schools in Buea, South West region of Cameroon. METHODS: We conducted a cross-sectional study from 1st February 2021 to 30th April 2021. Secondary school students were recruited using a multistage stratified cluster sampling. A modified and standardized version of the World Health Organization student drug-use survey model questionnaire was used. Ethical approval was obtained from the Institutional Review Board of the Faculty of Health Sciences, University of Buea (No. 2021/1273-02/UB/SG/IRB/FHS). The Statistical Package for Social Sciences, IBM SPSS Statistics for Windows, Version 25.0. was used for data analysis. Descriptive statistics were used to describe the sociodemographic characteristics of participants. Univariate and multivariate logistic regression models were used to explore associated factors of non-medical use of prescription drugs. RESULTS: A total of 570 participants were enrolled for the study, and 510 participants responded giving a response rate of 89.5%. The prevalence of non-medical use of prescription drugs was 15.3%, tramadol being the most used. Motivators for non-medical use of prescription drugs were "to work longer", "to be courageous", and "curiosity". Logistic regression results showed that alcohol consumption [OR 3.68; 95% CI: 2.24-6.06; p < 0.001], smoking [OR 6.00; 95% CI: 3.07-11.75; p < 0.001] and use of illicit drugs [OR 10.85; 95% CI: 5.48-21.48; p < 0.001] were independent factors associated with non-medical use of prescription drugs. CONCLUSION: Non-medical use of prescription drugs was prevalent among adolescent secondary school students in Buea, Cameroon. Tramadol is the main drug of prescription involved. Our results can guide policymakers on strategies to screen, prevent and control non-medical use of prescription drugs among secondary school students in Cameroon.

Human papillomavirus vaccine knowledge and conspiracy beliefs among secondary school students in Lebanon.

BACKGROUND: Human Papillomavirus (HPV) is widely prevalent across the globe. In Lebanon, the society is transitioning from traditional conservatism to a more open attitude. Although previous studies have examined the knowledge of adults in Lebanon with regard to HPV and its vaccine, there is a lack of research on secondary school students. Moreover, HPV is considered a worldwide public health matter that needs to be addressed. Therefore, the objective of our study is to assess factors associated with knowledge and conspiracy beliefs towards HPV vaccine among a sample of Lebanese adolescents. METHODS: Between December 2022 and February 2023, we conducted a cross-sectional study on Lebanese adolescents aged 15 to 18 years old. Parental approval was needed in order to participate. We used a questionnaire to collect data, which included the HPV-knowledge questionnaire (HPV-KQ) and the Vaccine Conspiracy Belief Scale (VCBS). RESULTS: Of the 406 participants who filled the survey, 64.8% were female, with a mean age of 16.62 ± 1.01. Results showed that 31.0% of students had high knowledge about HPV, while 27.6% had high conspiracy beliefs, and 48% of participants relied on the internet to access information on HPV. Students who had previously heard of HPV, received sexual education at school or outside, and had received at least one dose of the HPV vaccine demonstrated significantly higher knowledge of HPV. Additionally, students with high knowledge had a lower mean House Crowding Index, and those whose fathers had a university education had lower conspiracy beliefs. Females had a higher vaccination rate than males, while no significant difference was found between those who had engaged in sexual activity and those who had not. The multivariate analysis indicated that previous awareness of HPV and receiving sexual education outside school were significantly associated with higher knowledge. CONCLUSION: Our study brings to light the urgent need for action to increase HPV awareness and vaccination among Lebanese secondary school students. The prevalence of vaccine misconceptions and conspiracy beliefs and the limited knowledge of HPV underscore the importance of more comprehensive sexual education in schools and the dissemination of accurate information about HPV and its vaccine. Furthermore, given the low vaccination rate among males, efforts should be made to promote HPV vaccination among this population. Addressing these issues can improve public health and help prevent the spread of HPV and its related diseases.

Growing Our Own Rural, Remote and Aboriginal Health Workforce: Contributions made, approaches taken and lessons learnt by three rural Australian academic health departments.

AIMS: This paper describes the investments made, approaches taken and lessons learnt by three rural Australian academic health departments engaged in the delivery of the Health Career Academy Program (HCAP). The program seeks to address the under-representation of rural, remote and Aboriginal populations within Australia's health workforce. CONTEXT: Significant resources are directed towards rural practice exposure for metropolitan health students to address workforce shortages. Fewer resources are directed towards health career strategies that focus on the earlier engagement of rural, remote and Aboriginal secondary school students, those in Years 7-10. Best practice career development principles highlight the importance of earlier engagement in the promotion of health career aspirations and in influencing secondary school student career intentions and uptake of health professions. APPROACH: This paper describes: delivery contexts; the theory and evidence that has informed the HCAP; program design, adaptability and scalability; program focus on priming the rural health career pipeline; program alignment to best practice career development principles; enablers and barriers confronted in program delivery, and lessons learnt to inform rural health workforce policy and resourcing. CONCLUSION: There is a need to invest in programs that seek to attract rural, remote and Aboriginal secondary school students to health professions if Australia is to develop a sustainable rural health workforce. A failure to invest earlier undermines opportunities to engage diverse and aspiring youth in Australia's health workforce. Program contributions, approaches and lessons learnt can inform the work of other agencies seeking to include these populations in health career initiatives.

[Assessment of prevalence of malnutrition among Chinese primary and secondary school students and analysis of policy effect during the period of the Program for the Development of Chinese Children 2011-2020].

OBJECTIVE: To evaluate the change of prevalence of malnutrition among Chinese primary and secondary school students and to analyze the policy effect during the period of the Program for the Development of Chinese Children 2011-2020 (PDCC 2011-2020). METHODS: The data of Chinese students aged 7 to 18 years were extracted from 8 successive cross-sectional surveys of the Chinese National Survey on Students ' Constitution and Health (CNSSCH) from 1985 to 2019. Malnutrition of students was evaluated according to the screening standard for malnutrition of school-age children and adolescents. The changes of prevalence of malnutrition among primary and secondary school students were described by gender, urban and rural areas, age group and province, from 2010 to 2019. The Joinpoint regression model was used to analyze the trajectory of the prevalence of malnutrition among students aged 7 to 18 years from 1985 to 2019, so as to evaluate the policy effect of the PDCC 2011-2020. RESULTS: The prevalence of malnutrition among primary and secondary school students in China decreased from 12.7% in 2010 to 8.5% in 2019. The prevalence of malnutrition among boys and girls, urban and rural students, and students of all age groups showed a continuous downward trend (Ptrend < 0.001) from 2010 to 2019. From 2010 to 2019, 27 of the 31 provinces (autonomous regions and municipalities) saw a significant decrease in the prevalence of malnutrition among primary and secondary school students. Joinpoint regression model showed that the prevalence of malnutrition among Chinese primary and secondary school students continued to decline from 1985 to 2019, but 2010 was the turning point in the downward trend. From 1985 to 2010, the prevalence of malnutrition among primary and secondary school students decreased by an average of 2.4% per year (95%CI: 1.9%-2.8%, P < 0.001), and the downward trend accelerated after 2010, with an average annual decline of 4.3% (95%CI: 2.4%-6.2%, P < 0.001). CONCLUSION: The prevalence of malnutrition among primary and secondary school students in China continued to decline from 2010 to 2019, achieving the goal of controlling the prevalence of malnutrition among primary and secondary school students in the PDCC 2011-2020. The PDCC 2011-2020 may have played an important role in improving the malnutrition among primary and secondary school students. However, the problem of malnutrition among primary and secondary school students still exists, and it is still necessary to adhere to the coverage and financial support of the nutrition improvement plan in areas with high incidence of malnutrition.

The Relationship Between Math Anxiety and Math Achievement: Differentiating the Role of Learning Math Anxiety and Math Evaluation Anxiety.

BACKGROUND: Math anxiety (MA) is considered one of the variables that cause poor performance in contexts where mathematical competence is required. SUBJECTS AND METHODS: The survey involved 28 Italian students in the first year of secondary school (corresponding to grade nine of English-speaking schools and of the Italian INVALSI evaluation system). The students, examined at the beginning of the school year, scored below the threshold of sufficiency in the calculation skills assessment test. This data analysis takes into consideration the development of their math performance; the hypothesis is that the level of MA may differentiate students who are able or not able to achieve the competencies expected by the course of study. RESULTS: Students who transitioned from an inadequate score to a sufficient one over the school year, exhibited significantly lower levels of MA compared to students who did not score sufficient on the math test at the end of the year. However, the significant difference primarily pertained to the "learning math" subscale, while the "math evaluation" subscale showed no significant differences between the two groups. CONCLUSIONS: Our results suggest the possibility of using the assessment of MA levels to identify the presence and type of emotional difficulties associated with the study of mathematics. Specifically, in individuals with difficulties in learning mathematics, the presence of a dissociation between the two AMAS subscales could suggest different approaches to educational intervention.

Development and Validation of a Four-Tier Test for the Assessment of Secondary School Students' Conceptual Understanding of Amino Acids, Proteins, and Enzymes.

Previous studies noted the scantiness of diagnostic instruments for the assessment of students' understanding of fundamental biochemistry concepts. Consequently, within this study, a four-tier test for the examination of secondary school students' conceptual understanding of amino acids, proteins, and enzymes has been developed. Items in the test consist of the answer tier, the reason tier, and a confidence rating for each of these tiers. Following the three-phase development process, the final version of the test, comprising eight items, was administered to 123 students in the main study. The internal consistency of both cognitive scores and confidence ratings proved to be adequate (Cronbach's alpha values were 0.76 and 0.87, respectively) and the test-retest reliability was also satisfactory (Pearson's r value was 0.74 for the cognitive scores and 0.88 for the confidence ratings). If the correct responses to both the answer and the reason tier of items are considered, the mean score on the test was 3 out of 8 (38%). The students were more confident when producing the correct compared to the wrong answers but, overall, their confidence was not high (3.65 out of 6). Furthermore, the confidence in the incorrect answers that were provided (3.52 out of 6) indicates the presence of alternative conceptions. Such results show that the content regarding amino acids, proteins, and enzymes is conceptually challenging for the students. Therefore, the test can help secondary school teachers to uncover the students' conceptual difficulties related to this content and develop effective strategies for their remediation and prevention. Supplementary Information: The online version contains supplementary material available at 10.1007/s11165-022-10075-5.

Factors related to alcohol-drinking behaviors on secondary school students grade 1-3 in the province of Nakhon Si Thammarat Thailand.

Background: Globally, alcohol consumption is the major cause of mortality and disease. Future health and life quality may also be affected by early initiation of alcohol consumption. It is a cross-sectional design for a research survey. Objective: This study aimed to investigate alcohol drinking behavior, the effects of alcohol consumption, and factors linked to alcohol drinking behavior among 410 secondary school students in grades 1-3 in the province of Nakhon Si Thammarat in southern Thailand. Material and Methods: A simple sample was selected from a stratified random sample of 210 individuals. The data collection instrument was a questionnaire comprised of five sections and 78 items in total. The index of item objective congruence (IOC) of 0.90 and the reliability of 0.74 was used to evaluate the tool's quality. To analyze the data, descriptive statistics and chi-square statistics were employed. Results: The results of the study showed that a total of 40.0% of the participants had previously consumed alcohol, that men were more likely than women to drink (54.8%), that beer was the most popular alcoholic beverage (57.7%), that most people drank alcohol at night while at home (47.6%) and with friends (83.6%), the majority of participants (13.9%) drank alcohol one to three times per week, and their attitudes toward alcohol were moderate (85.7%). Religion, knowledge about alcohol use, and the amount of money received each month from habitat for humanity were not found to be linked to drinking alcohol. Conclusion: The conclusion is that the use of alcohol by students is influenced by a wide variety of circumstances. Health professionals, educational institutions, and relevant agencies should use these factors to promote alcohol use prevention behaviors and formulate guidelines and measures to prevent this by designing an effective prevention program to reduce the alcohol use behaviors of children and young people in the appropriate manner.

Measures of accommodative function in secondary school year 9 and year 13: a 4-year longitudinal study.

PURPOSE: To characterize accommodative function in secondary school children in year 9 and year 13 and assess the possible relationship between daily working conditions (number of near work hours and distances) and accommodation variables related to accommodative excess. METHODS: This was a prospective study. Participants were 43 subjects who were first examined in year 9 and then again when they were in year 13. The accommodation variables measured in each session were as follows: accommodation amplitude (AA), accommodative response (AR), monocular and binocular accommodation flexibility (MAF and BAF), negative relative accommodation (NRA), and positive relative accommodation (PRA). Other data recorded were the number of hours spent working at near vision tasks and the distances used for these tasks. Participants were classified as those with accommodation variables within the normal range (NA) and those with variables suggesting accommodative excess (AE). RESULTS: Several accommodative function variables were below normative values in both year 9 and year 13. The number of subjects classified as having AE went from 27.9% in year 9 to 58.1% in year 13 according to AR (p < 0.005) and from 23.3 to 46.5% according to MAF (p = 0.024). More near work was reported in year 13 (44.6 h/week) than year 9 (32.7 h/week) (p < 0.001). It emerged that subjects in year 13 spent more hours working at near if they had AE than if they were assigned to the NA group. No differences were detected in near work distances used by subjects in the NA and AE groups in both years. CONCLUSIONS: In both school years, values outside the norm were detected in several accommodative function measures. Also, devoting more hours to near work was linked to a greater extent of accommodative excess. We would therefore recommend regular accommodative function assessment in secondary school children.

Emotional and behavioral attitudes of Tunisian youth towards childhood leukemia: health education and primary prevention in perspective.

BACKGROUND: Given the increasing blood cancer incidence in Tunisia and recent discoveries proving the involvement of environmental factors, this study examined the environmental health literacy (EHL) of Tunisian secondary school students concerning not only this disease, but also their emotional and behavioral attitudes towards leukemia risks. METHODS: A cross-sectional survey was conducted among Tunisian youths (N = 372, 16-20 years; 68% females, 32% males). Data collection took place in four representative public secondary schools in the North, Center, and South of Tunisia. Students completed a paper and pencil questionnaire and described their EHL level of blood cancer, as well as their attitudes and interests in this disease. The statistical software (SPSS, v.25.0) was used to analyze the data collected. RESULTS: The results indicated low EHL levels of leukemia. Most youths failed to identify all the leukemogenic (except tobacco and pollution) and non- leukemogenic risk factors. Pesticide use and exposure to low frequency electromagnetic radiation were not considered risk factors. Proximity to heavy-traffic roads and benzene exposure were not perceived by youth as risk factors. Despite these low levels, most participants were interested in having more information about leukemia and cancers in general. CONCLUSION: This investigation shows a lack of knowledge about leukemia. Low EHL levels will incite educational actors and curriculum designers to optimize content and innovate ICT adapted to this environmental health challenge.

Opportunities for strengthening sexual health education in schools: Findings from a student needs assessment in NSW.

ISSUE ADDRESSED: Comprehensive sexuality education (CSE) is important for the sexual and reproductive health of young people. To better understand young people's views and experiences of sexual health education in NSW, a student needs assessment survey was conducted in 2017. METHODS: This paper presents the findings from 1603 NSW students in Years 8-12 following online recruitment. Descriptive analyses explored students' views and experiences in relation to sources of sexual health information, education providers, school-based topics covered and resources drawn on. RESULTS: Findings indicate that school, parents, friends and social media are students' most common sources of information on sexual and reproductive health. Approximately one-third of students reported wanting more information on topics related to relationships, reproductive health, consent and sexual decision-making and sexual harassment, abuse and bullying, and two-thirds of transgender and gender diverse students wanted more information on gender identity. For the topics which students reported receiving the least information about at school, they were most likely to seek this out on social media and websites. CONCLUSION: Findings provide valuable insight for improving CSE in NSW. The influence of social media, parents and the internet should be taken into consideration when developing resources and programme content. Professional development for educators could contribute to improving the quality of CSE delivered. Accurate and up to date resources must be utilised to support student engagement and effective learning.

COVID-19 pandemic experiences of secondary school students in Turkey.

This study aims at identifying secondary school students' life experiences during the coronavirus (covid-19) pandemic time. With the concept of life experiences used throughout the research; Students' views on their daily routines during the pandemic, changes in their lives, the precautions they take against the epidemic and their continuing education practices are expressed. Phenomenology, which is an approach to qualitative research, was adopted in this study. The study data were gathered through semi-structured interviews and analysed via content analysis. This study was carried out with a study group composed of students who were attending a state school in Turkey and who were included in the scope of lockdown. The study group was determined by criterion sampling, which is one of the purposeful sampling methods. The study group consisted of 20 students, 14 girls and 6 boys. Students' age ranged from 14 to 16 years old. Students are in the 7th and 8th grades of secondary school. According to the content analysis carried out within the framework of this study, secondary school students interpret covid-19 as unhealthiness and unusualness, they spend time at home indulging in academic pastime, daily routine and free time activities. They take necessary precautionary measures regarding hygiene, interpersonal contact and nourishment in order to protect themselves from covid-19 virus. As a result of the covid-19 pandemic, students' daily routines and perceptions have changed, and they have experienced positive and negative emotions in the face of these changes. They tend to receive social support, participate in leisure activities and use personal coping strategies to manage negative emotions and thoughts caused by the Covid-19 pandemic. The participant students have positive and negative thoughts about the distance education conducted during the pandemic time, and they have some suggestions as to education and protection from the virus in order to spend the pandemic days more healthily.

Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role?

Academic buoyancy describes the ability to successfully overcome and recover from setbacks in an academic context (e.g., a poor grade, motivational dips, stress due to upcoming performance exams). This day-to-day form of academic resilience has recently been defined in the context of positive psychology. The present study aimed to gain insights into the mechanisms of academic buoyancy by predicting math achievement. Since there is already evidence that this relationship is rather indirect than direct, we were particularly interested in investigating a potential actor of an indirect effect, namely academic self-efficacy. For this purpose, n = 974 students at eleven secondary schools in southwestern Germany were surveyed through a questionnaire. The data were analyzed using a latent variable approach. The results of the study show that academic buoyancy is a significant predictor of math achievement and that this relation is explained through academic self-efficacy, even when controlling for gender. Implications for practice and further research are also discussed.

Analysis of barriers, supports and gender gap in the choice of STEM studies in secondary education.

Society is more digitised than ever and there is an urgent need to train people in these sectors, where women are still under-represented. A quantitative descriptive, correlational and explanatory descriptive design was used to identify barriers, supports and gender gaps in Science, Technology, Engineering and Mathematics in Secondary Education by analysing the interest and perception of 1562 students and 432 teachers. Descriptive statistics, Chi-square and Lambda test and Crame's V or Phi test were performed together with a qualitative analysis. The results show that fewer female students want to pursue STEM studies, with girls preferring health and education professions and boys preferring engineering and computer science. Indeed, their motivation is different since we found correlations between being a girl and choosing STEM for helping people and society, while earning money is important for boys. Girls believe more necessary than boys to have qualities to study STEM and less often perceive themselves as intelligent and courageous. Our study revealed that families and teachers encourage more boys than girls towards STEM activities. Teachers believe that girls are influence by preconceived ideas, lack of STEM knowledge and lower self-esteem. Regarding gender equality, almost half state that no objectives are included in the curricula, 43.85% do not include it in subjects and only 30% received training. Consequently, female vocations need to be promoted by teaching how STEM solves real-life problems, fostering creativity, increasing self-confidence, promoting STEM activities and making female role models visible. Teachers should receive more gender training and promote gender-sensitive STEM education.

Momentary task-values and expectations predict engagement in science among Finnish and Chilean secondary school students.

While expectancy-value-cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task-values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was operationalised as energy (give up), dedication (grit) and absorption (flow) components of engagement. Finnish (N = 5891 beeps, 307 students) and Chilean (N = 1931 beeps, 157 students) secondary school students participated in the study using Experience Sampling Method via smartphones. When signalled, students responded to questions via smartphones concerning their momentary task values, expectations, costs and components of engagement in the current activity. The research questions were analysed with multilevel path modelling. The results showed that, for both samples task-values, expectations and costs were related to energy, dedication and absorption components of engagement in science classes. High momentary task-values were positively associated with momentary flow and grit; high momentary expectations were positively associated with high grit and low giving up in both samples; and high momentary challenge showed as increases in feelings of giving up.

Examining secondary school students' views of model evaluation through an integrated framework of personal epistemology.

The aim of the study was to investigate students' views of model evaluation through the lens of personal epistemology. We developed an integrated analytical framework by combining a developmental framework, including absolutist, multiplist, and evaluatist, with a multi-dimensional framework, including limits of knowing, certainty of knowing, and criteria of knowing. Furthermore, we examined the potential influence of the question contexts and the students' grade levels. A total of 188 secondary school students were surveyed. Students answered two sets of model evaluation questions based on two scientific contexts. After reading the information about the two models, the students had to choose from three epistemic assumptions and then provide written justifications explaining their choice of assumptions. Quantitative and qualitative analyses were conducted for the multiple-choice questions and the written responses. In both contexts there were higher percentages of 11th-grade students choosing the evaluatist assumptions than the eighth-grade students. For students choosing multiplist and evaluatist assumptions, the 11th-grade students were more likely than the eighth-grade students to think in terms of pragmatic and evidential criteria as the criteria of knowing. Different contexts of the questions evoked different views of model evaluation particularly regarding the limits of knowing. Four additional categories of epistemic levels also emerged from the data. This study provides a new framework for understanding students' thinking about model evaluation. Implications and suggestions for future research are provided.

[Relationship between nutritional status and breakfast behaviors of rural primary and middle school students in a minority area of a city in Guizhou Province in 2019].

OBJECTIVE: To investigate the nutritional status and influencing factors of rural primary and middle school students in a minority area in a certain city of Guizhou Province, so as to provide scientific evidence for prevention and intervention. METHODS: A multi-stage stratified cluster random sampling method was adopted in this study, 3952 students from 6 primary and middle schools in a certain city of Guizhou Province were selected from April to June 2019 for height and weight measurement(1966 boys, 1986 girls, age(10.81±2.88) years old), among which 2833 students in grade 4 and above were surveyed(1374 boys and 1459 girls, age(13.44±1.94) years old), through the questionnaire to understand students& apos; basic information, breakfast and eating behaviors and so on, Using multi-factor Logistic regression to analyze the relationship between nutritional status and breakfast behavior. RESULTS: The height and weight of Han male students and female students in all age groups were slightly higher than those of ethnic minorities, but they tended to overlap gradually by the age of 16.The general height and weight of students in this area were lower than the 2014 national average. The general malnutrition rate of students was 21.39%, and the growth retardation rate was 13.13%, the moderate-to-severe wasting rate 3.04% and the mild wasting rate 5.22%. The malnutrition rate of minority students(24.72%) was higher than that of Han students(18.73%)(χ~2=14.93, P& lt; 0.05), the malnutrition rate of boys(26.49%) was higher than that of girls(16.59%)(χ~2=41.29, P& lt; 0.05). The sum of the rate of overweight and obesity of the students was 8.65%, among which the overweight rate was 6.42% and the obesity rate was 2.22%. There was no statistically significant difference in the variables between overweight and obese students(P& gt; 0.05). The breakfast behavior situation showed that rice noodle products(71.66%) were the most frequently consumed by primary and middle school students in the city. Multivariate Logistic regression analysis showed that the frequency of breakfast, the quality of breakfast, fresh vegetables, milk and products, and the frequency of meat/egg/fish were the main influencing factors of malnutrition. The differences were statistically significant(P& lt; 0.05). CONCLUSION: The growth and development status of primary and middle school students in a city of Guizhou Province mainly includes malnutrition, and the rate of overweight and obesity is not high, but prevention and control should still be paid attention to. The frequency and quality of breakfast are important influencing factors of malnutrition.