scholarly journals Effects of Learning Attitudes and COVID-19 Risk Perception on Poor Academic Performance among Middle School Students

2021 ◽  
Vol 13 (10) ◽  
pp. 5541
Author(s):  
Jaewon Lee ◽  
Hyejung Lim ◽  
Jennifer Allen ◽  
Gyuhyun Choi
Keyword(s):  
Middle School ◽  
Academic Performance ◽  
Risk Perception ◽  
Middle School Students ◽  
Academically Successful ◽  
School Students ◽  
Learning Attitudes ◽  
Poor Academic Performance ◽  
Positive Attitudes ◽  
Academic Year

The purpose of this study is to examine the effects of middle school students’ learning attitudes and risk perception toward COVID-19 on their poor academic performance since the COVID-19 pandemic began. This study limited the sample to middle school students who responded that their academic performance was an A or B grade during the last academic year in 2019. For this study, 268 respondents were selected and logistic regression was employed. Self-motivated studying time and positive attitudes toward online learning predicted consistent academic performance since the COVID-19 pandemic began. Middle school students’ preference toward an in-person classroom format was related to poor academic performance since the COVID-19 pandemic began. A risk perception toward COVID-19 was related to poor academic performance since the COVID-19 pandemic began. It is imperative to provide educational programs which help students develop self-motivated studying habits to maintain their academic performance during COVID-19. Policymakers in schools should consider providing in-person options for students who are more academically successful in such an environment.

scholarly journals Causal Model of Participation, Perceived Enjoyment and Learning Attitudes in “the 0th Period Physical Education Class” of Middle Schools in South Korea

2021 ◽  
Vol 18 (14) ◽  
pp. 7668
Author(s):  
Wonjae Jeon ◽  
Chanwoo Ahn ◽  
Heonsu Gwon
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Physical Activities ◽  
Physical Education Class ◽  
School Students ◽  
Learning Attitude ◽  
Learning Attitudes ◽  
Education Class ◽  
Perceived Enjoyment

This study aims to establish the basis for the institutional implementation of the 0th period physical education class to promote the health and academic performance of Korean teenagers. To achieve this goal, this study determined the impact of middle school students’ participation in physical activities during the 0th period on perceived enjoyment and learning attitude. To examine the model, 282 questionnaires were collected from middle school students in a metropolitan city in South Korea. The samples were obtained using the convenience sampling method, and correlation analysis and structural equation modeling were performed using SPSS 21.0 and Amos 21.0. The findings are as follows: first, the participation of middle school students in physical activities during the 0th period had a statistically significant effect on perceived enjoyment. Second, perceived enjoyment had no statistically significant effect on learning attitude. Third, participation was shown to have a significant effect on learning attitudes. These findings supported the academic basis for the implementation of the 0th period physical education class for middle school students and application of practical measures to encourage their participation.

Relationship between Fitness and Academic Performance in Middle School Students

2008 ◽  
Vol 40 (Supplement) ◽  
pp. S21
Author(s):  
Dawn P. Coe ◽  
James M. Pivarnik ◽  
Christopher J. Womack ◽  
Mathew J. Reeves ◽  
Robert M. Malina
Keyword(s):  
Middle School ◽  
Academic Performance ◽  
Middle School Students ◽  
School Students

scholarly journals Measuring Students’ Perceptions of Teacher Involvement in Mathematics Homework Assignments: A Scale Development

2020 ◽  
Vol 9 (6) ◽  
pp. 102
Author(s):  
Bülent Nuri ÖZCAN
Keyword(s):  
Social Sciences ◽  
Middle School ◽  
Middle School Students ◽  
Teacher Involvement ◽  
Item Pool ◽  
Main Study ◽  
Validity And Reliability ◽  
School Students ◽  
Mathematics Homework ◽  
Academic Year

This study aimed to develop a scale to determine students’ perceptions of teacher involvement in mathematics homework assignments. An item pool (n = 30) was generated based on a literature review. Based on expert feedback, the number of items was reduced to 21 scored on a 5-point Likert-type scale. A draft named the “Scale of Teacher Involvement in Mathematics Homework Assignments (STIMHA)” was developed after the items were reviewed by a linguist. A pilot study was conducted with six middle school students to check for comprehensibility. The items were revised and finalized based on their feedback. The main study sample consisted of 751 middle school students from four schools in Demirci/Manisa in Turkey during the 2017-2018 academic year. Data were analyzed using the Statistical Package for Social Sciences (SPSS 24.0) and Analysis of Moment Structures (AMOS 21.0). Validity and reliability were established.

scholarly journals An inferiority complex among middle school students

2018 ◽  
Vol 223 (2) ◽  
pp. 445-472
Author(s):  
Assist Teacher: Ammar Saleh Brier
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Second Grade ◽  
School Students ◽  
Type Variable ◽  
Inferiority Complex ◽  
The Individual ◽  
The City ◽  
Academic Year ◽  
Grade Average

The problem of inferiority general phenomenon affects all members of society, and looks manifestations in poor self and low self-esteem and shyness confidence. When the evolution of this situation and left without treatment, the individual infected with so-called (inferiority complex) where the individual resorts to fill the gap has the means and methods of abnormal addictions such as theft and assault. So Turn current research to measure (an inferiority complex among middle school students) and then recognize the significance of differences in feelings of inferiority according to the type variable (male, female) for second grade average in the city of Baghdad to the Directorate of Education Karkh / 2 for the academic year (2015/2016) totaling (19 251) by (10 776) males and (8475) females To achieve these goals, the researcher used measure of inferiority prepared Ayed (2005) and after the application of the scale on all members of society and analyze responses and calculate grades and statistically analyzed for the first goal researcher found warmer feelings of inferiority compared to the theoretical average scale at level (0.05). Either with respect to the second goal researcher he has found significant differences in the sense of inferiority in favor of females at level (0.05). Current search has been agreed with the results of the study as a result of Ayed (2005), which indicated that females are more a sense of inferiority male

scholarly journals Middle School Students’ Graph Skills and Affective States about Graphs

2020 ◽  
Vol 6 (4) ◽  
pp. 692
Author(s):  
Murat Bursal ◽  
Serap Yetiş
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Grade Level ◽  
Eighth Graders ◽  
Efficacy Beliefs ◽  
Affective States ◽  
School Students ◽  
Positive Attitudes ◽  
Significant Difference

This survey design study was designed to test whether the graph skills and affective states of middle school students about graphs differ by their gender, grade level, and graph types (line, bar, and pie). The data collection instruments consisted of two scales developed by the authors and a Graph Skills Test, which consisted of graph questions from the previous TIMSS and PISA exams. Based on the findings, while middle school students were found to succeed at reading the data level graph questions, they were found to struggle in questions requiring higher graph skills, such as graph interpretation and graph construction. As for the affective states investigated, participants were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables (graph skills, self-efficacy beliefs about graphs, attitudes toward graphs, and graph literacy perceptions) was found by gender; however, grade level and graph type variables were found to impact students’ graph skills, graph attitudes, and personal graph literacy perceptions. Middle school students with less school experience with graphs (seventh graders) were found to hold more positive attitudes toward graphs than the eighth graders. On the contrary, eighth graders were found to perform better at graph questions requiring interpretations of the graph data. Also, participants in all subgroups were found to hold significantly higher personal graph literacy perceptions for the bar graphs, than the line graphs and pie charts. Based on the findings of the study, while middle school students were found to hold positive affective states about graphs, they were found to lack advanced graph skills. In agreement with the previous literature, it is recommended that graph literacy should become a dedicated part of the school curriculum.

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