scholarly journals Impact of (QCEJ) Strategy on Developing the Skills of Constructing Scientific Arguments among Middle School Students: The Role of Familiarity with Science Content Knowledge

2017 ◽  
Vol 7 (3) ◽  
pp. 45-60
Author(s):  
Moharam Yahia Mohamed Afifi\r\n Moharam Yahia Mohamed Afifi\r\n ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Content Knowledge ◽  
Science Content ◽  
School Students ◽  
Science Content Knowledge ◽  
Scientific Arguments

Virtual Reality Simulations in Science Education

2021 ◽  
pp. 289-313
Author(s):  
Richard Lamb
Keyword(s):  
Middle School ◽  
Virtual Reality ◽  
Middle School Students ◽  
The United States ◽  
Science Content ◽  
School Students ◽  
Writing Complexity ◽  
Textbook Reading ◽  
Lexical Density

This study examines the role of virtual reality (VR) in the promotion of writing with greater complexity and lexical density. Using a combination of neuroimaging and traditional measures, the author characterizes differences in writing complexity and lexical density scores across four different pedagogical modalities: VR alone, VR followed by a textbook reading, textbook reading followed by VR, and textbook reading alone. Middle school students recruited from a rural middle school in the Mid-Atlantic Region of the United States responded to two prompts related to science content found in VR environments and a textbook. The authors hypothesized that exposure to a virtual environment prior to responding to the writing prompts would enhance both argumentative and summative writing products, when compared to participants who only had access to the textbook experiences. Participants who were exposed to the VR environment then had access to a textbook demonstrated significantly greater writing complexity and lexical density scores than those who had VR alone, or access to the text alone.

scholarly journals Going Beyond Mathematics Anxiety in Primary and Middle School Students: The Role of Ego‐Resiliency in Mathematics

2020 ◽  
Vol 14 (3) ◽  
pp. 255-266
Author(s):  
Enrica Donolato ◽  
Enrico Toffalini ◽  
David Giofrè ◽  
Sara Caviola ◽  
Irene C. Mammarella
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Anxiety ◽  
School Students ◽  
Ego Resiliency

Father Presence and Adolescents’ Resilience: The Mediating Role of Failure Learning

2021 ◽  
pp. 003329412110296
Author(s):  
Yue Yu ◽  
Xueyan Wei ◽  
Robert D Hisrich ◽  
Linfang Xue
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Significant Positive Correlation ◽  
Mediating Effect ◽  
The Other ◽  
Mediating Effects ◽  
School Students ◽  
Mediating Role ◽  
Father Presence

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.

scholarly journals The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

2021 ◽  
Vol 9 (2) ◽  
pp. 1263-1272
Author(s):  
Yirui Song ◽  
Lei Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Collective Efficacy ◽  
Moral Disengagement ◽  
School Bullying ◽  
School Students ◽  
Mediating Role ◽  
Middle School Bullying ◽  
The Relationship

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.

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