A Primary Study on the Relationship between Internet Involvement and Adolescents’ Mental Health

2011 ◽  
Vol 58-60 ◽  
pp. 1336-1343
Author(s):  
Meng Chen ◽  
Hong Sheng Che ◽  
Guo Hua Zhang ◽  
Lina Wang
Keyword(s):  
Mental Health ◽  
Middle School Students ◽  
Internet Use ◽  
Significant Negative Correlation ◽  
Negative Influence ◽  
Primary Study ◽  
School Students ◽  
Survey Results ◽  
And Gender ◽  
The Relationship

This study aimed to explore the influence of intention of Internet use, gender and grade on Internet use, adolescents’ mental health and the relationship between them. 323 middle school students completed the full survey. Results: (a) there was a significant negative correlation between Internet involvement and adolescents’ mental health; (b) for adolescents with different intentions of Internet use and of different genders, Internet involvement, mental health and the relationship between them were different. Conclusions: (a) Internet involvement had negative influence on adolescents’ mental health; (b) intention of Internet use and gender could influence Internet involve- ment, adolescents’ mental health and the relationship between them, while grade had no influence.

scholarly journals An Examination of the Relationship Between Strength and Speed in Elementary School Students

2019 ◽  
Vol 8 (4) ◽  
pp. 227
Author(s):  
Yasin Arslan ◽  
Serdar Aktan
Keyword(s):  
Elementary School ◽  
Reaction Time ◽  
Vertical Jump ◽  
Significant Negative Correlation ◽  
Study Data ◽  
School Students ◽  
Sprint Running ◽  
8Th Graders ◽  
And Gender ◽  
The Relationship

This study intends to examine the relationship between strength and speed in Cumhuriyet Elementary School in Samsun. The study group consists of 240 students (120 boys and 120 girls) aged 11–14 years who participated voluntarily in the study through random selection. This study investigated the relationship among the values of leg and back strength, 30-second sit-up, standing long jump, vertical jump, reaction time, and 10 m and 20 m sprint running of 5th through 8th graders. Intragroup strength and speed relationships of each class and gender were examined separately in the study. Data were analyzed through Pearson product-moment correlation coefficient in SPSS package program with a .05 margin of error (p < .05). As a result of the study, it was observed that the strength and speed increased in conjunction with the age variable and there was a significant negative correlation between 10 m and 20 m sprint running and strength values. That is, the sprint running time decreased as the strength increased. According to the results obtained in the study, it was seen that there was a significant relationship between strength and speed in school children aged 11–14 years and that speed and strength performances affected each other. However, no significant linear relationship was found between reaction time and strength.

The Protective Effects of Social Support and Engagement Coping Strategy on the Relationship Between Perceived Discrimination and Psychological Distress Among Chinese Migrant Children

2015 ◽  
Vol 50 (5) ◽  
pp. 593-614 ◽  
Author(s):  
Jin-Liang Wang ◽  
Hsing-Fang Hsieh ◽  
Shervin Assari ◽  
James Gaskin ◽  
Detlef H. Rost
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Psychological Distress ◽  
Perceived Stress ◽  
Perceived Discrimination ◽  
Negative Influence ◽  
Migrant Children ◽  
Protective Effects ◽  
School Students ◽  
The Relationship

This study was aimed to figure out whether perceived stress mediates the relationship between perceived discrimination and psychological distress among Chinese migrant children and whether social support and engagement coping moderate the detrimental effects of perceived discrimination on psychological distress. The sample comprised 813 middle-school students (482 migrant children, 331 non-migrant children) from three schools in Southwest China. The results indicate that migrant children’s perceived discrimination and perceived stress are associated with psychological distress, and perceived stress does not mediate the relationship between perceived discrimination and psychological distress. Both social support and engagement coping are inversely related to psychological distress and compensate the deleterious influences of perceived discrimination and stress on psychological distress. These findings highlight the need to consider providing social support and cultivating engagement coping when designing mental health interventions to reduce the negative influence of perceived discrimination on Chinese migrant children’s mental health.

Perceptions of Gender Norm Violations Among Middle School Students: An Experimental Study of the Effects of Violation Type on Exclusion Expectations

2020 ◽  
pp. 027243162093119
Author(s):  
Stephanie Laura Masters ◽  
Kristin Hixson ◽  
Amy Roberson Hayes
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Gender Identity ◽  
Social Costs ◽  
School Students ◽  
Individual Level ◽  
Gender Norm ◽  
Norm Violations ◽  
And Gender ◽  
The Relationship

The purpose of this study was to examine the factors that influence the perceived social costs of interacting with gender-atypical peers. Our study examined the relationship between peer processes and gender socialization by exploring situational and individual-level factors that could affect the relationship. Middle school students ( N = 107) completed surveys containing items pertaining to gender identity, egalitarian attitudes, and social support. In addition, participants were asked to rate a series of questions regarding hypothetical peer rule violations. We hypothesized that different domains of gender identity would predict adolescents’ perceptions and cognitions about gender-atypical behaviors and traits. Results revealed that early adolescents perceive higher social costs for male peers who violate an appearance-based gender norm violation when compared with female peers.

Impulsiveness, Attitude to Authority, and Gender

1992 ◽  
Vol 71 (1) ◽  
pp. 121-122 ◽  
Author(s):  
Ken Rigby ◽  
Phillip Slee ◽  
Anita Mak
Keyword(s):  
Secondary School ◽  
Negative Correlation ◽  
Secondary School Students ◽  
Significant Negative Correlation ◽  
School Students ◽  
Institutional Authority ◽  
And Gender ◽  
The Relationship ◽  
Questionnaire Measures

This article examined the relationship between impulsiveness and attitudes toward institutional authority among Australian secondary school students. Reliable questionnaire measures of these constructs were completed by 48 boys and 57 girls, about 14 years of age. Correlations between impulsiveness and attitude to authority differed between the sexes, with a significant negative correlation of −.43 being obtained for boys only.

Individual Correlates of Bullying Behaviour in Turkish Middle Schools

2011 ◽  
Vol 21 (2) ◽  
pp. 186-202 ◽  
Author(s):  
Arif Özer ◽  
Tarik Totan ◽  
Gökhan Atik
Keyword(s):  
Academic Achievement ◽  
Middle School Students ◽  
Multiple Correspondence Analysis ◽  
The Self ◽  
Demographic Information ◽  
School Students ◽  
Independent Variables ◽  
Social And Emotional ◽  
And Gender ◽  
The Relationship

AbstractThis study investigated the relationship between bullying involvement (bully, victim, bully/victim, and not involved) and gender, academic achievement, self-efficacies (academic, social, and emotional self-efficacies). Data were collected by administering the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), the Self-Efficacy Questionnaire for Children (Murris, 2001), and a demographic information form to 721 middle school students (50.3% female, 49.7% male). The associations between bullying involvement and the independent variables were evaluated using a multiple correspondence analysis. Results showed that females tended to be not involved or victims, whereas males tended to be bullies or both bullies and victims. There were moderate associations between all self-efficacies, academic achievement, and bullying involvement. In particular, high self-efficacies and high academic achievement were related to being not involved in bullying, while low self-efficacies and low academic achievement were associated with either being a victim or both bully and victim.

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