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There is an imminent urgency in public education. The state and federal government increased the requirements necessary for high school graduation. Thus, the challenge for school districts is identifying factors which positively impact levels of student achievement, student satisfaction with school, student connection to school, and the number of students graduating from high school. This research analyzed the relationship between parental involvement in the education of middle-school students and the student's satisfaction with school. By understanding the impact of the members of the residence of a student, and parental involvement on student satisfaction with school, school districts can develop effective parental-involvement programs to positively impact levels of students' satisfaction with school. Students at one Midwest middle school completed a survey employing questions from the Student Satisfaction Survey (SSS) and an individual data sheet (IDS). The SSS determined student satisfaction with school, while the IDS provided demographic information and levels of satisfaction with parental involvement from participants. Quantitative statistical techniques determined a relationship exists between parental involvement in the education of middle-school students and the students' satisfaction with school. Additionally, this research found a statistically significant direct relationship between the residence of a student and satisfaction with school-related activities., Purpose Statement The purpose of this study was to examine the relationship between parental involvement in the education of middle-school students and the students' satisfaction with school-related activities, and to [...]

Abstract Perceived self-efficacy beliefs have been found to be a strong predictor of mathematical performance while problem posing is considered fundamental in mathematical learning. In this study we examined the […]

We explored relationships between violent behaviors and perceived life satisfaction among 2,138 middle school students in a southern state using the CDC Middle School Youth Risk Behavior Survey (MSYRBS) and the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS). Logistic regression analyses and multivariate models constructed separately revealed significant race by gender results. Odds ratios and 95% confidence intervals were calculated for the variables of interest. Having ever carried a gun, ever carried a knife/club, physical fighting and physical fighting with need for medical treatment were associated (p [less than or equal to] .05) with reduced life satisfaction for specific race/gender groups, while controlling for SES and grade. Results suggest implications for school-community based violence prevention programs. Future research should consider measures of life satisfaction as a component of comprehensive assessments of middle school student violence and aggressive behaviors in fieldwork, intervention research and program evaluation. KEY WORDS: adolescents; middle school students; violence; life satisfaction; quality of life.

An ethnically diverse sample of 6th-grade students completed peer nomination procedures that were used to create subgroups of students with reputations as victims, aggressors, aggressive victims, and socially adjusted (neither aggressive nor victimized). Self-report data on psychological adjustment, attributions for peer harassment, and perceived school climate were gathered. In addition, homeroom teachers rated participating students on academic engagement and students' grades were collected from school records. Victims reported the most negative self-views, aggressors enjoyed the most positive self-views, and aggressive victims fell between these two groups, although their psychological profile more closely resembled that of victims. However, all three subgroups encountered more school adjustment problems when compared to their socially adjusted classmates. Different pathways to school adjustment problems for aggressors and victims were examined. For victims, characterological self-blame for victimization and psychological maladjustment were the key mediators, whereas for aggressors, the significant pathway was mainly through perceived unfairness of school rules. Analyses by ethnicity revealed that African American boys were most likely to be perceived as aggressive and as aggressive victims and they were doing most poorly in school. Implications for intervention with subgroups of problem behavior youth and the particular vulnerabilities of African American adolescents were discussed. KEY WORDS: aggresive victim; academic achievement; victim; self-blame.

The authors examined developmental and individual differences in pure numerical estimation, the type of estimation that depends solely on knowledge of numbers. Children between kindergarten and 4th grade were asked to solve 4 types of numerical estimation problems: computational, numerosity, measurement, and number line. In Experiment 1, kindergartners and 1st, 2nd, and 3rd graders were presented problems involving the numbers 0-100; in Experiment 2, 2nd and 4th graders were presented problems involving the numbers 0-1,000. Parallel developmental trends, involving increasing reliance on linear representations of numbers and decreasing reliance on logarithmic ones, emerged across different types of estimation. Consistent individual differences across tasks were also apparent, and all types of estimation skill were positively related to math achievement test scores. Implications for understanding of mathematics learning in general are discussed. Keywords: individual differences, mathematics, estimation, development

Abstract This pilot study examined middle school and high school student performance on an online historical thinking assessment task. After their teachers received training in the use of digital historical […]

This study used conflict resolution role play vignettes and self-report surveys of 450 New York City 6th graders to examine associations between adolescents' conflict resolution efficacy and social skills. Vignettes covered 3 social contexts, conflict with a peer (disagreement over activities), with a parent (raise in allowance), and with a teacher (low grade on report). Effective and ineffective strategies for resolving these conflicts were coded from the videotaped interactions. Adolescents were more often effective in resolving conflict with peers than with parents ([chi square](1) = 7.10, p < .01). Strong communication skills cut across interpersonal context as associated with effective resolution. Assertiveness and absence of aggression were associated with effective conflict resolution in vignettes with peers. Assertiveness was also associated with effective conflict resolution in vignettes with parents, however nervousness was unexpectedly found to facilitate conflict resolution in vignettes with parents. Only skills observed within a particular context were associated with effective resolution in that context; self-report skills and cross-context observed skills were not associated with efficacy. Implications for implementation and evaluation of social skills curricula and conflict resolution process are discussed. KEY WORDS: adolescent; conflict resolution; negotiation; social skill; interpersonal context.

WASHINGTON As a relative newcomer to the Saturday afternoons spent working on computers in a community center in Washington, D.C.'s Anacostia neighborhood, Avery Hillmon has his work cut out for [...]

Byline: David W. Test (1), Melia Neale (1) Keywords: self-determination; middle grade; disabilities; IEPs Abstract: This study investigated the effects of teaching middle grade students with disabilities to participate in their IEP meetings using The Self-Advocacy Strategy. Four students with high-incident disabilities were taught to be active participants in their IEP meetings. Student contributions, along with scores on The Arc's Self-Determination Scale, were used to measure the effectiveness of the strategy. Findings from this study indicate that The Self-Advocacy Strategy is an effective instructional tool that can be used to teach middle grade students with disabilities to be active participants in their IEP meetings. Author Affiliation: (1) The University of North Carolina at Charlotte, Charlotte, NC Article History: Registration Date: 28/09/2004

Objective: To assess the level of food safety knowledge, perceptions, and self-reported food-handling behaviors among middle school students. Design: Baseline questionnaire administered in class that assessed background characteristics, knowledge, behaviors, and perceptions related to food safety. Participants: 178 seventh and eighth grade students from 4 schools in central Pennsylvania. Main Outcome Measures: Food safety knowledge, perceptions, and self-reported food-handling behaviors. Analysis: Independent samples t test tested differences between genders and bivariate correlation analysis explored associations among knowledge, perceptions, and behavior (P < .05). Results: Food safety knowledge score was 7.2 [+ or -] 1.6 of a maximum of 10 points. Perceived self-efficacy and severity of a foodborne illness were high, but perceived susceptibility was low. Girls scored higher on the self-efficacy and severity scale (P < .01). Self-efficacy correlated positively with knowledge and behavior (P < .00(31) and severity with knowledge (P < .01). One fifth reported taking risks in food handling and one fifth reported having been sick because of something they ate. Conclusions and Implications: There is a disconnection between middle school students' food safety knowledge, perceptions, and behaviors. A need for relevant and motivating food safety education exists in this group. KEY WORDS: food safety, knowledge, behavior, perception, adolescent

This study tested a broad array of determinants of smoking grounded in general social psychological theories, as well as personality and social development theories. Using data from 2,004 middle school students, all proximal and distal determinants significantly predicted smoking in the hypothesized direction. Further, hierarchical logistic regressions showed that intention to smoke, positive and negative attitudes toward smoking, impediments to smoking, self-efficacy to resist smoking, parent norms, and academic success most strongly predicted current smoking. Hierarchical linear regressions suggested that parental relatedness, maladaptive coping strategies, depression, and low academic aspirations most strongly predicted susceptibility to smoking for those who had not yet smoked a cigarette. Global expectancies were the strongest predictor of susceptibility in low socioeconomic status students. These findings may guide the development of future theory-based interventions that produce the greatest reductions in youth smoking.

Byline: Thomas J. Dishion (1), Kathryn Kavanagh (1), Alison Schneiger (1), Sarah Nelson (1), Noah K. Kaufman (1) Keywords: parenting; prevention; engagement; adolescent substance use (drugs) Abstract: The Adolescent Transitions Program (ATP) promotes student adjustment and reduces risk within a public school setting, focusing primarily on parenting practices using a tiered, multilevel prevention strategy. A description is given of the program, levels of engagement, and intervention effects. Within each school, multiethnic students (N = 672) and their families were randomly assigned at the individual level to a control condition or the ATP intervention. Analyses focus on the longitudinal effects of the ATP intervention on self-reported substance use through middle school and the 1st year of high school (Grades 6, 7, 8, and 9). Levels of engagement in the selected and indicated interventions were somewhat less than expected. Despite relatively low levels of engagement, the intervention reduced initiation of substance use in both at-risk and typically developing students. These findings are discussed with respect to lessons learned about parent engagement, optimizing strategies for schoolwide implementation, and the promise of embedding family interventions within the public school ecology. Author Affiliation: (1) Child and Family Center, University of Oregon, Eugene, Oregon Article History: Registration Date: 13/10/2004

The authors examine school-related stress levels and their relationship to health complaints among junior high school students. Topics include stress related to academic achievement, social support groups, psychological aspects of the school environment.