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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Integrating the theoretical framework of the Stress and Coping Theory, this study investigated the impact of cumulative family risk (CFR) on adolescent depressive symptoms, investigating perceived stress as a mediator and a growth mindset as a moderator. Conducted with 726 junior high students (51.9% girls, 13.83 ± 0.92 years), the research found that perceived stress acted as a partial mediator between CFR and depressive symptoms, with CFR still showing a significant direct effect on depressive symptoms. Additionally, results showed that the interaction between a growth mindset and CFR significantly impacts perceived stress, indicating that while a growth mindset facilitates stress management, its effectiveness is diminished in the presence of high family risks. Conversely, the interplay of perceived stress and a growth mindset was found to negatively correlate with depressive symptoms, thereby acting as a robust protective factor. These findings highlight the nuanced capacity of a growth mindset to offer limited buffering against the adverse effects of high-risk family environments and to provide a stronger defense against depressive symptoms by altering stress perception. [ABSTRACT FROM AUTHOR]

Parental educational anxiety is a result of the fierce competition in Chinese education. When their children face a series of academic problems, parents inevitably feel anxious about their children's educational and future development. Therefore, the aim of this study was to investigate the effects of academic stress on parental educational anxiety and the mediating effects of learning anxiety and learning weariness in junior high school students. A total of 467 students from two junior high schools in China and one of their parents (934 participants in total) were invited to complete a questionnaire. SEM analysis revealed that academic stress had a direct (β = 0.25, p < 0.001) and indirect relationship with educational anxiety through the mediators of learning anxiety (β = 0.16, p = 0.001) and learning weariness (β = 0.04, p = 0.039). However, the chain mediating role of learning anxiety and learning weariness in the relationship between academic stress and educational anxiety was not significant (β = 0.01, p = 0.284). Moreover, the academic stress, learning anxiety and learning weariness of junior high school students were associated with parental educational anxiety, but there was no necessary link between learning anxiety and learning weariness. Regular assessment of the academic stress and academic problems faced by junior high school students and the development of effective interventions are important for alleviating parental educational anxiety. Teachers should pay more attention to students' academic stress rather than focusing only on their grades and provide students with relevant education and assistance to alleviate their learning anxiety, reduce their learning weariness, and prevent or alleviate educational anxiety in parents. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Practice & Research is the property of National Taipei University of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Neuroticism, an emotion-related personality trait, is often associated with a greater susceptibility to depression. On the other hand, self-compassion involves treating oneself in a peaceful, mindful, and friendly manner, particularly in the face of failure or frustration. The study investigated the relationship between neuroticism and depression in junior high school students, as well as the moderating role of self-compassion. A total of 757 junior high school students participated in the survey, which included the Children’s Depression Inventory, the Eysenck Personality Questionnaire-Revised, Short Scale for Chinese, and the Chinese version of the Self-Compassion Scale. The results revealed that neuroticism positively predicted depression, while self-compassion had a significant moderating effect on the relationship between neuroticism and depression. Specifically, higher levels of self-compassion were associated with a weaker link between neuroticism and depression. These findings suggest that interventions promoting self-compassion may be beneficial for students exhibiting neurotic tendencies. [ABSTRACT FROM AUTHOR]

There are many cases of bullying at junior high school level. Every school are now inclusive school because of the diverse culture, socioeconomic status, and students with various special needs. The diversity makes students look different. This is actually an opportunity for students to hone tolerance, or as opposite a high risk for occurrence of bullying. Therefore bullying is related to moral intelligence. If students can show empathy, they tend to think wisely and act positive. Coversely, those who bully others are students who lack kindness and act to suppres their peers. The purpose of this study was to determine the relationship between moral intelligence and bullying in junior high school students. The method used is quantitative with a correlational design. The subject were 300 junior high school students, boys and girls. The research used Moral Competency Inventory (MCI) scale and Olweus Bully/Victim Questionnaire (OBVQ) scale to collect the data, and data were analyzed using person product moment correlation. The results show negative and significant relationship between moral intelligence and bullying behavior in junior high school students with a correlation value of –0.633 and a significant value of 0.001. [ABSTRACT FROM AUTHOR]

Purpose: This study investigated levels of anxiety and sleep quality and their association with physical activity in junior high school students under quarantine during the COVID-19 pandemic. It also tests the effectiveness of physical activity and psychological nursing interventions in alleviating anxiety ‘and improving sleep quality. Methods: In July 2021, 14,000 home-quarantined junior high school students in Yangzhou City (China) were selected by random cluster sampling to complete an online survey. We then selected 95 junior high school students for an 8-week longitudinal experiment exploring whether the two types of intervention made positive contributions to students' anxiety, sleep quality, and physical activity. Results: The cross-sectional study revealed that physical activity was significantly related to anxiety and sleep quality. In the longitudinal study, students who underwent the exercise intervention or the psychological nursing intervention experienced significant improvement in their anxiety levels. The exercise intervention also promoted improved sleep quality. Overall, the exercise intervention was more effective than the psychological nursing intervention in reducing levels of anxiety and sleep disorders. Conclusion: During the epidemic period, junior high school students should be encouraged to spend more time engaging in physical activity, and their sleep quality and anxiety shouldbe focused on. [ABSTRACT FROM AUTHOR]

This study examined the process of transmission of implicit theories of intelligence (ITI) between parents and children and the possibility of being moderated by the degree of agreement in ITI between the parents. We measured parents' and children's ITI in 211 households comprising fathers, mothers, and middle school-age children and asked the children about their perceptions of their parents' ITI. The moderated mediation analysis revealed that when there was high agreement between the parents' ITI, the father's ITI mediated the children's perception of the father's ITI and influenced the children's. However, with the low agreement between the parents' ITI, the father's ITI did not predict the children's perceptions of it. The mother's ITI mediated the child's perception of the mother's ITI and influenced the child's ITI regardless of the degree of agreement with the father's. The direct effect of parents' ITI on their children's ITI was significant, regardless of the level of agreement. The results indicate the need to examine the degree of agreement between the parents' ITI. [ABSTRACT FROM AUTHOR]

Copyright of Japanese Journal of Clinical Educational Psychology: JJCEP is the property of Japanese Society of Clinical Educational Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Academic achievement in middle schools in rural China remains poor for many students. This study examines whether programmes and interventions can improve academic achievement by reviewing rigorous experimental evaluations of nine programmes (11 interventions) on 47,480 rural middle school students in China. The results find none of the interventions improved academic achievement. Moreover, we find no evidence for heterogeneous treatment effects by student gender, age or previous academic achievement. These results may be due in part to the academically-demanding nature of the middle school curriculum, which is applied universally to students with varying levels of cognitive ability. [ABSTRACT FROM AUTHOR]

Copyright of German International Journal of Modern Science / Deutsche Internationale Zeitschrift für Zeitgenössische Wissenschaft is the property of Artmedia24 and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this 21st century, teachers need to make teaching and learning activities conducive and fun to improve students' learning interests. According to preliminary studies, the Fibonacci sequence is one of the materials that are difficult for Junior High school students to master. Therefore, this study aims to design instructional material videos on the Fibonacci sequence using Hawgent and Camtasia studio. The research and development (RnD) method was used to research at the Guangxi Normal University, China, using the 4D model comprising Define, Design, Development, and Disseminate. From February to April 2020, the authors developed instructional materials using engaging animations that are easy for students to understand. This study showed that the instructional materials were valid with a score of 83.33, 79.17, and 87.50 from the instructional material expert, media expert, and lecturer, respectively. These scores indicated that the instructional materials in video form are valid and can be sent to schools to help students understand the Fibonacci sequence. However, the implementation stage and the effect on students' mathematical abilities are still needed. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Most junior high school students considered chemistry as a complicated science subject with an abstract concept, symbols, and terms that must be memorized. The difficulty of learning chemistry made students had low positive perceptions of chemistry. It was needed the right ways to introduce chemistry to them. The purpose of the multiple case study was to explore chemistry multimedia could help students understood chemistry and created a good impression. The study was conducted in three 7th grade classes in different schools. Classroom observations were done in four meetings to collect students' responses toward this multimedia by ending students filling out a questionnaire of impression. Test of classification of matter and its change was given in the last meeting to investigate the level of students' understanding. In the way to gain more depth information, two students from each class were an interview about the application of multimedia. The chemistry multimedia made it easier for the teacher to introduce chemistry through a podcast, molymod-like, and digital simulation. This study documented that the appearance of this multimedia could make the students attracted and curious about chemistry. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using lexical judgment tasks, the present study explored whether perspective taking affected attention bias to body-related information among junior high school students with body image disturbance. Experiment 1 examined the junior high school students' attention bias to body schema-related words; the results showed the body image disturbance group responded significantly more quickly to negative body schema-related words than positive words, whereas the control group did not show a significant difference between positive and negative words. In Experiment 2, participants were asked to judge whether the positive or negative body schema-related words were suitable to describe themselves, when adopting their own perspective or that of another person. The results showed that reaction times to negative words were significantly shorter than to positive words when adopting a self-perspective. When taking another's perspective, there was no significant difference of reaction time between positive and negative words. This result demonstrated that perspective taking reduced attention bias to negative body schema-related information among junior high school students with body image disturbance. The present research suggests that guiding adolescents to view themselves from different perspectives can help them form a more accurate and objective body image. • Attention bias among junior high school students with body image disturbance is examined. • Lexical judgment tests reveal attention bias to negative body-related information. • Perspective taking reduces attention bias. • Implications for helping adolescents with negative body schemata are discussed. [ABSTRACT FROM AUTHOR]

• Three kinds of family cultural capitals have a positive impact on students' academic achievement. • Family cultural capital plays a mediating role between family socioeconomic status and academic achievement. • Parental involvement affects the academic achievement of junior high school students. • Learning attitude plays as a mediating variable of family objectified cultural capital. • Self-education expectations functions as a mediating variable of family embodied cultural capital. Family cultural capital plays an increasingly obvious role in students' academic achievement. This study mainly analyzes family cultural capital's influence on junior high school students' academic achievement. Based on regression analysis and mesomeric effect analysis, we found the family institutionalized cultural capital, family specific cultural capital, and family objectified cultural capital have positive influence on the academic achievement of junior high school students. Parent participation plays as a mediator of family institutionalized cultural capital. Learning attitude functions as a mediator of family's objectification cultural capital. Self-education expectation works as a mediator of family specific cultural capital. All these three factors affect junior high school students' academic achievement obviously. Therefore, the academic achievement of junior high school students can not only be improved by increasing the family cultural capital, but also by enhancing parent support for academic participation, raising educational expectations for students' development, and cultivating students' good learning attitudes. [ABSTRACT FROM AUTHOR]

The case involved a 13 year-old male who had been taking part in the activities of a soft tennis club. ST-T abnormality in his ECG was revealed and he visited our hospital in August 2001. The end-diastolic diameter of his left ventricle (LVDd) was 6.2 cm and the left ventricular ejection fraction (LVEF) was 53% by echocardiography. Though the cardio thoracic ratio in his chest X-ray was 40.7%, echocardiography revealed his LVDd was 7.0 cm in April 2002, and dilated cardiomyopathy was suspected. He underwent a cardiac catheter examination. His pulmonary capillary wedge pressure was 13 mmHg, cardiac output was 7.20 l/minute, and cardiac index was 4.56 l/minute/m² by right heart catheterization. The wall motion of the left ventricle was globally reduced (the ejection fraction of the left ventricle was 46%, and the end-diastolic volume of the left ventricle was 228 ml) by left ventriculography. Coronary angiography revealed no abnormality in his coronary artery. His myocardial biopsy showed mild fibrosis and a slight increase of interstitial T lymphocytes. He was diagnosed with chronic myocarditis and prohibited from exercise for fear of sudden death. He was given an angiotensin-converting enzyme inhibitor and a beta blocking agent. His LVDd was 6.9 cm and the ejection fraction of the left ventricle was 53% by echocardiography in July 2003. Now, whether he should be allowed to return to exercise or not is the subject of discussion. [ABSTRACT FROM AUTHOR]