Examining parents’ ratings of middle-school students’ academic self-regulation using principal axis factoring analysis.

2015 ◽  
Vol 30 (3) ◽  
pp. 385-397 ◽  
Author(s):  
Peggy P. Chen ◽  
Timothy J. Cleary ◽  
Angela M. Lui
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Principal Axis ◽  
Self Regulation ◽  
School Students ◽  
Principal Axis Factoring

scholarly journals Predictors of Middle School Students’ Interest in Participating in an Incentive-Based Tobacco Prevention and Cessation Program in Connecticut

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Meghan E. Morean ◽  
Deepa R. Camenga ◽  
Grace Kong ◽  
Dana A. Cavallo ◽  
Ty S. Schepis ◽  
...  
Keyword(s):  
Middle School ◽  
Smoking Cessation ◽  
Middle School Students ◽  
Middle Schools ◽  
Self Regulation ◽  
Smoking History ◽  
Tobacco Prevention ◽  
Program Participation ◽  
School Students ◽  
Trait Impulsivity

Behavioral incentives have been used to encourage smoking cessation in older adolescents, but the acceptability of incentives to promote a smoke-free lifestyle in younger adolescents is unknown. To inform the development of novel, effective, school-based interventions for youth, we assessed middle school students’ interest in participating in an incentive-based tobacco abstinence program. We surveyed 988 students (grades 6–8) attending three Connecticut middle schools to determine whether interest in program participation varied as a function of (1) intrapersonal factors (i.e., demographic characteristics (sex, age, race), smoking history, and trait impulsivity) and/or (2) aspects of program design (i.e., prize type, value, and reward frequency). Primary analyses were conducted using multiple regression. A majority of students (61.8%) reported interest in program participation. Interest did not vary by gender, smoking risk status, or offering cash prizes. However, younger students, non-Caucasian students, behaviorally impulsive students, and students with higher levels of self-regulation were more likely to report interest. Inexpensive awards (e.g., video games) offered monthly motivated program interest. In sum, middle school students reported high levels of interest in an incentive-based program to encourage a tobacco-free lifestyle. These formative data can inform the design of effective, incentive-based smoking cessation and prevention programs in middle schools.

scholarly journals Self-Regulation of Middle School Students With Learning Disabilities During a Complex Project-Based Science Activity

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Sheri Berkeley ◽  
Anna Larsen ◽  
Amanda Colburn ◽  
Robert Yin
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Educational Games ◽  
Renewable Energy Sources ◽  
Self Regulation ◽  
Project Based Learning ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Actual Performance

Self-regulation is widely considered important for the academic success of students. Yet, there is limited research about how students self-regulate during complex, long-term learning tasks, such as the project-based learning activities that commonly occur as part of science classroom instruction. There is also less known about how atypical learners, including students with learning disabilities (LD), self-regulate academic tasks. The current multiple case study explores these gaps in the research base through an investigation of how middle school students with language-based LDs self-regulated their learning during a complex, science-based project—creation of computerized serious educational games (SEG) about renewable energy sources. Findings from the current study suggest that there is a relationship between attributions that students with LD make for their performance and their self-efficacy for learning, but only under specific conditions. The role of this relationship seems to diminish when a student poorly calibrates perception of ability relative to actual performance and when a student perceives the cost of effort to outweigh the benefit.

Strategies and Tools to Embrace Prevention with Upstream Programs: A Novel Pilot Program for Enhancing Social and Emotional Protective Factors in Middle School Students

2019 ◽  
Vol 41 (4) ◽  
pp. 213-220
Author(s):  
M Amaris Knight ◽  
Amanda Haboush-Deloye ◽  
Pamela M Goldberg ◽  
Kelly Grob
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Protective Factors ◽  
Problem Behaviors ◽  
Self Regulation ◽  
Intervention Group ◽  
School Students ◽  
Negative Behaviors ◽  
Social And Emotional ◽  
Quasi Experimental

Abstract Social–emotional learning (SEL) programs can be considered upstream, or primary prevention, because they focus on providing students with the life skills necessary to navigate situations and relationships from which problem behaviors may arise to prevent a crisis situation. Strategies & Tools to Embrace Prevention with Upstream Programs (SEL@MS, formerly known as STEP UP) is a comprehensive SEL curriculum for middle school students aimed at promoting universal prevention strategies for healthy populations. SEL@MS enhances protective factors against negative behaviors by reinforcing multilevel approaches to strengthening community, interpersonal, and individual attributes with lesson plans that can be integrated into school curricula. This quasi-experimental pilot study was conducted over the course of two years with 59 middle school students assigned to either the intervention (n = 27) or control (n = 32) group. Analyses demonstrated significant improvements among students in the intervention group in self-regulation, responsibility, social competence, and empathy. Results of this study suggest that SEL@MS is a promising approach to enhance social and emotional protective factors that, when fostered over time, have the potential to improve overall mental health.

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