Social and psychological effects of the COVID-19 pandemic on middle-school students: Attendance options and changes over time.

2021 ◽  
Author(s):  
Glenn D. Walters ◽  
Lindsey Runell ◽  
Jon Kremser
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Psychological Effects ◽  
School Students ◽  
Changes Over Time ◽  
Over Time

Changes in Middle School Students’ Motivation Toward Physical Education Over One School Year

2009 ◽  
Vol 28 (4) ◽  
pp. 378-399 ◽  
Author(s):  
Zan Gao ◽  
Amelia M. Lee ◽  
Melinda A. Solmon ◽  
Tao Zhang
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Self Efficacy ◽  
Educational Practice ◽  
Future Research ◽  
School Students ◽  
Task Values ◽  
The Mean ◽  
Over Time

This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented.

Collaborating to Learn

2012 ◽  
pp. 885-899
Author(s):  
Nita J. Matzen ◽  
William Edward Roberts ◽  
Penny Barker ◽  
Julie Marklin
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Virtual Worlds ◽  
School Students ◽  
Immersive Environments ◽  
3D Virtual Worlds ◽  
And Mathematics ◽  
Middle School Instruction ◽  
Over Time

STEM and ICT Instructional Worlds: The 3D Experience (STEM-ICT 3D) is funded by the National Science Foundation ITEST program. The project proposes to translate the success of earlier projects and reaches toward a model of implementing the use of 3D virtual immersive environments that can be replicated with other middle schools over time. STEM-ICT 3D is intended to inspire middle school students to pursue studies and careers in science, technology, engineering, and mathematics (STEM), as well as prepare students with the skills necessary to succeed in STEM education and careers. This chapter presents an applied case study that describes the design of the project, examines the first phases of implementation, and explores the use of students as technical experts collaborating with teachers, the pedagogical experts, to build 3D virtual worlds for middle school instruction.

Collaborating to Learn

2010 ◽  
pp. 123-137
Author(s):  
Nita J. Matzen ◽  
William Edward Roberts ◽  
Penny Barker ◽  
Julie Marklin
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Virtual Worlds ◽  
School Students ◽  
Immersive Environments ◽  
3D Virtual Worlds ◽  
And Mathematics ◽  
Middle School Instruction ◽  
Over Time

STEM and ICT Instructional Worlds: The 3D Experience (STEM-ICT 3D) is funded by the National Science Foundation ITEST program. The project proposes to translate the success of earlier projects and reaches toward a model of implementing the use of 3D virtual immersive environments that can be replicated with other middle schools over time. STEM-ICT 3D is intended to inspire middle school students to pursue studies and careers in science, technology, engineering, and mathematics (STEM), as well as prepare students with the skills necessary to succeed in STEM education and careers. This chapter presents an applied case study that describes the design of the project, examines the first phases of implementation, and explores the use of students as technical experts collaborating with teachers, the pedagogical experts, to build 3D virtual worlds for middle school instruction.

Parent–adolescent communication and Chinese adolescents’ self-esteem: A cross-lagged model

2019 ◽  
Vol 47 (10) ◽  
pp. 1-11
Author(s):  
Yang Zhang ◽  
Jie Huang ◽  
Yonghui Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Family Intervention ◽  
Self Esteem ◽  
Reciprocal Relationship ◽  
Reciprocal Effects ◽  
Individual Counseling ◽  
School Students ◽  
Multilevel Intervention ◽  
Over Time

We investigated the reciprocal relationship between parent–adolescent communication and adolescents’ self-esteem with a sample of 296 Chinese junior middle school students over a course of approximately 3 months, using an autoregressive cross-lagged model. The results showed that both parent–adolescent communication and adolescent self-esteem had invariant autoregressive effects over the 3 months. In addition, parent–adolescent communication had a significant crosslagged effect on adolescent self-esteem and vice versa, indicating reciprocal effects between parent–adolescent communication and adolescent self-esteem over time. Our findings suggest that multilevel intervention incorporating individual counseling and family intervention is more effective in improving parent–adolescent communication and adolescent self-esteem than either individual counseling or family intervention alone.

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students

Longitudinal Effects of School Climate on Middle School Students' Development

2014 ◽  
Author(s):  
Jennifer L. Engelland ◽  
Renee M. Tobin ◽  
Adena B. Meyers ◽  
Brenda J. Huber ◽  
W. Joel Schneider ◽  
...  
Keyword(s):  
Middle School ◽  
School Climate ◽  
Middle School Students ◽  
School Students ◽  
Longitudinal Effects
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