scholarly journals Methods of parental treatment and its relation to educational achievement among middle school students at Harun Al-Rashid School in Jazan, Saudi Arabia: أساليب المعاملة الوالدية وعلاقتها بالتحصيل الدراسي لدى طلاب المرحلة المتوسطة في مدرسة هارون الرشيد بمنطقة جازان- السعودية

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Hadi Mousa Jaber Al - Haqawi
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Saudi Arabia ◽  
Middle School Students ◽  
Significant Relationship ◽  
Educational Achievement ◽  
Second Grade ◽  
School Students ◽  
Parental Treatment ◽  
Methods Of Treatment

The study aimed to identify the relationship between the methods of parental treatment as understood by the children and the academic achievement in the middle school students in Jazan region in Saudi Arabia. The study sample consisted of 40 students in the second grade at Haroun Al - The results of the study showed a statistically significant relationship at the level of (0.01α =) between the methods of treatment of the father (punitive method - withdrawal of love - guidance and guidance). ) And academic achievement The results showed that there was a statistically significant relationship at the level of (0.01α =) between the methods of treatment of the mother (punitive method - withdrawal of love - guidance and guidance) and the educational achievement of children, and the results of the study showed no significant differences at the level Significance (0.05α =) between parental treatment methods (punitive method - withdrawal of love - guidance and guidance) in total between parents.

scholarly journals Influence of Self-Esteem of Middle School Students for Mental Care on Academic Achievement: Based on the Mediation Effect of GRIT and Academic Enthusiasm

2021 ◽  
Vol 18 (13) ◽  
pp. 7025
Author(s):  
Jhong Yun (Joy) Kim ◽  
EunBee Kim ◽  
InSu Lee
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
First Graders ◽  
Self Esteem ◽  
Study Data ◽  
Mediation Effect ◽  
Mediation Model ◽  
School Students ◽  
Mental Care

The purpose of this study is to identify how self-esteem of middle school students for mental care influences their academic achievement and to verify the mediation effect of GRIT on academic enthusiasm. Data of 2590 first graders in middle school from the Kora Children and Youth Panel Survey 2019 was used to support this study. Data analysis was performed by using SPSS21.0, AMOS22.0, and PROCESS macro program. The results are as follows. Comparison of the model fits of each full mediation model and partial mediation model with χ2 showed that the full mediation model was more suitable for this study. In more detail, the influence of self-esteem on GRIT and the influence of GRIT on academic enthusiasm were significantly positive. Lastly, the study identified that there was a mediation effect between self-esteem and academic achievement through GRIT and academic enthusiasm. It indicates that self-esteem is the key to improve academic achievement and that specific programs should be supplemented in order to enhance self-esteem, GRIT, and academic enthusiasm.

Growth in Middle School Students’ Curiosity, Executive Functioning, and Academic Achievement: Results From a Theory-Informed SEL and MBI School Counseling Intervention

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Kira J. Carbonneau
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Executive Functioning ◽  
School Counseling ◽  
School Counselors ◽  
School Students ◽  
Delayed Treatment ◽  
Counseling Intervention ◽  
Randomized Design

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.

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