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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]

This study aims to determine physical activity (PA level) and sedentary behavior (SB level) in students with various parents' income levels. This study used a cross-sectional design. The subjects used in this study were 900 students from 10 schools and ten cities in East Java, Indonesia. Data on students' parents' income were grouped into five categories based on their income level (very low: n = 360; low: n = 231; medium: n = 123; high: n = 79; very high: n = 107). The research instruments used were the Children’s Physical Activity Questionnaire (CPAQ) to measure the level of physical activity (PA level) and the Adolescent Sedentary Activity Questionnaire (ASAQ) to measure the level of sedentary behavior (SB level). The results of the Mann-Whitney statistical test showed significant differences in PA level and SB level between the very low-income group of parents and the low, medium, high, and very high-income groups (p

The study is based on Eisner’s theory of null curriculum and presents the “non-experienced” and “non-learned” curriculum from the perspective of students, depicting the null curriculum in the context of Taiwanese society from junior high school students’ perspectives. In this regard, the study, interviews ninth-grade students and teachers from a junior high school in the northern region. The results show that the null curriculum from the students’ perspective arises from factors such as teachers’ instruction, exams, students’ family, and their willingness to study. These factors can be categorized into two types: “school and teacher constructed” and “students and family constructed” null curriculum. Based on the research findings, this study proposes two explanations: first, curriculum is dynamic, operational, and evolving; second, it emphasizes the critical influence of after-school curriculum, shadow education, and students’ learning time. It is noted that shadow education is a primary key factor that leads to the dynamic and dialectical characteristics of the curriculum. The conclusion reflects on the issues of teaching, teaching to the test, and curriculum implementation, focusing on students’ actual learning experiences. Through a limited student perspective, the study identifies possible reasons and explanations for the null curriculum experienced by junior high school students in Taiwan, aiming to enable school education to fulfill its inherent value.

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.)

Sexually Transmitted Infections commonly abbreviated as STIs are caused by various types of microorganisms that are usually transmitted through sexual contact. Palembang is the largest contributor of STI and HIV/AIDS cases in South Sumatra. A lecture and discussion with a PowerPoint presentation and posters were used to carry out this community service project. This activity aimed to determine the increase in knowledge about STI and HIV/AIDS after health education for junior high school students in Palembang. A pre-and post-test questionnaire containing ten questions was utilized as the evaluation instrument. According to the frequency distribution of participants' knowledge before health education, 59.5% were in the category of moderate knowledge. In the meantime, after receiving health education, the participants' knowledge improved to 33.3% in the moderate category and 64.3% in the good category. Based on the mean score after health education, the value was 10.48 points greater than before health education with a p-value of 0.00. This health education about STI and HIV/AIDS can significantly improve the knowledge of participants. The most important thing in this community service was to educate students to prevent this disease, thus reducing the stigma and prevalence of these diseases.

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]

Objective·To investigate the relationship between egocentrism and non-suicidal self-injury (NSSI) among junior high school students, with a focus on the mediating role of depression symptoms.Methods·Data were collected from the Chengdu Positive Youth Development Cohort from June to July 2020, with a sample of 3 014 junior high school students. The Chinese Adolescent Egocentrism Scale (CAES), Deliberate Self-Harm Inventory (DSHI), and Center for Epidemiological Studies Depression Scale for Children (CES-DC) were used for on-site questionnaires. The survey data were entered, organized, and analyzed by using SPSS 23.0 software. Multiple regression analysis was used to analyze the relationship between egocentrism and NSSI in junior middle school students, and the mediating effect of depressive symptoms was examined by deviation-corrected non-parametric percentile Bootstrap method.Results·Egocentrism was significantly positively correlated with depression symptoms and NSSI. Egocentrism was significantly positively correlated with depression symptoms (r=0.15, P=0.000), depression symptoms were significantly positively correlated with NSSI (r=0.48, P=0.000), and egocentrism was positively correlated with NSSI (r=0.14, P=0.000 ). Egocentrism significantly predicted NSSI (R2=0.06, P=0.000). Within egocentrism, self-conceitedness significantly positively predicted NSSI with a regression coefficient of R2=0.05, while disregarding others significantly negatively predicted NSSI with R2=0.01. Depression symptoms have a significant positive predictive effect on NSSI, R2＝0.25. Depression symptoms are observed to partially mediate the relationship between egocentrism and NSSI. The direct effect value of egocentrism on NSSI was 0.20 (95%CI 0.06‒0.34, P=0.000). The indirect effect value of egocentrism on NSSI via depression symptoms was 0.29 (95%CI 0.04‒0.10, P=0.000). The mediating effect of depression symptoms accounted for 59.18% of the total effect value.Conclusion·Lowering levels of self-conceitedness and increasing the tendency to disregard others within junior high school students' egocentrism will mitigate the risk of NSSI. Prevention efforts targeting NSSI among junior high school students should focus on individuals displaying depression symptoms.

The purpose ofthis research is to determine the influence that arises on healthy living behaviors, learning equipment, and weight loss on the physical fitness of junior high school students post-covid. This research was designed using associative quantitative research methods, with test and non-test techniques then analysis techniques using a path analysis approach. The population in the study was junior high school students totaling 94 students, with sample selection using the volunteer sampling method, which is a sample based on the permission of the principal and parents with the willingness of students to participate in the study. Stages in the study. Based on the results of this study, it can be concluded that (1) There is a significant influence of healthy living behavior on physical fitness by 16.81% (2) There is a significant influence of physical learning equipment on physical fitness by 19.18% (3) There is a significant influence of body weight on physical fitness by 3.68% (4) There is a significant influence of healthy living behavior on body weight by 12.04% (5) There is a significant influence of learning equipment assessment of body weight by 3.65% (6) There was a significant influence of healthy living behavior through body weight on physical fitness of 1.9229 with the calculation of sobel test statistics and (7) There was a significant influence of learning equipment through body weight on referee performance of 2.0047 with sobel test statistical calculation.

Objective: This study aims to explore the drawing characteristics of the house-tree-person drawing test (HTP) in junior high school students with depressive symptoms. Methods: A total of 167 junior high school students were recruited and completed HTP and questionnaires. 12 drawing characteristics of HTP were extracted and compared to explore the potential drawing characteristics of depressive symptoms. Results: Among 12 drawing characteristics, eight drawing characteristics appeared more frequently in the depressed group (CES-D ≥ 20) than in the non-depressed group (CES-D < 20), while one drawing characteristic appeared with a lower frequency. Further, controlling for the risk perception of COVID-19, seven drawing characteristics, not suggestive of movement, lacking details, blackening the paper, drawing in an only dark color, drawing a detailed crown, hands behind the back, and omitting expression, emerged as predictors of depressive symptoms (CES-D ≥ 20) in junior high school students. Conclusion: Seven drawing characteristics of HTP are significantly associated with depressive symptoms in junior high school students. HTP is insightful for early screening for junior high school students with depressive symptoms. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Shanghai Jiaotong University (Medical Science) is the property of Journal of Shanghai Jiaotong University (Medical Science) 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.)

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]

Lateral ankle sprain (LAS) is one of the most common sport-related injuries among basketball players. Most basketball players experience a first LAS particularly in junior high school. Thus, it is crucial to develop effective prevention strategies for LAS in junior high school populations. However, the characteristics for first-time LAS are not clear. This study aimed to compare the physical and functional characteristics of junior high school basketball players with and without a history of LAS. Two hundred and thirty-eight junior high school basketball players (128 boys and 110 girls) volunteered for this study. We asked participants to complete a self-reported injury history questionnaire. We also assessed physical functions, including range of motion, muscular strength, dynamic balance, and performance. The prevalence of LAS was 75.6% (boys: 73.4%, girls: 78.2%). Boys with a history of LAS had significantly higher height, body mass, and BMI compared to those without a history of LAS (p<0.05). Girls with a history of LAS had significantly lower scores on the star excursion balance test in the anterior reaching direction compared with the control group (p=0.015). Various measures of physical function were associated with LAS, but these associations were different between boys’ and girls’ basketball players. These findings from this study indicate that clinicians should identify sex-specific impairments associated with LAS when designing targeted intervention programs. [ABSTRACT FROM AUTHOR]

Body image (BI) is a multidimensional construct that refers to one's perceptions of and attitudes toward one's own physical characteristics. Adolescence is a critical developmental stage in which concerns about BI increase. Therefore, the present cross-sectional study aimed to evaluate body image and aesthetic body shape standards in a sample of middle school students living in China. The researchers gathered demographic information, as well as height and weight data, for their study. They used a body silhouette to assess body image perception and body shape aesthetics and calculated two indexes: BIP, which measures the accuracy of self-perception and the estimation of bodily dimensions, and BIS, which indicates the difference between an individual's perceived and ideal body images. A total of 1585 students in three grades at two middle schools were included in the study (759 = female, mean age = 13.67 ± 0.90; 839 = male, mean age = 13.70 ± 0.90). The results showed that the BIP bias rate of middle school students was 55.7%, and the BI dissatisfaction rate was 81.0%. Females tended to overestimate their body shape and desire to be thinner compared to males. Students with a higher BMI grading were more prone to underestimating their body shape and aspiring to be thinner. Furthermore, 8.6% of students chose underweight as the ideal body type for boys, while 22.6% chose underweight as the ideal body type for girls. In conclusion, there are significant gender differences in the aesthetic standards of body shape, and adolescents believe that for women, a thin body shape is beautiful. [ABSTRACT FROM AUTHOR]

Objective: To understand the relationship and related factors between non-suicidal self-injury and negative life events in junior high school students. Methods: Using the method of cluster sampling, a questionnaire survey was conducted among 2159 junior high school students. Non-suicidal self-injury, negative life events and perceived social support were measured with the Adolescent Self-harm Scale, Adolescent Life Events Scale (ASLEC) and Perceptive Social Support Scale (PSSS). Results: The rate of non-suicidal self-harm in junior high school was 15.1%. Non-suicidal self-harm was predicted by life events (β=0.20, P ＜0.001), life events played a partial mediate function to non-suicidal self-injurious behavior through the perceived social support, the mediating effect accounted for 15.0% of the total effect. Perceived social support played a moderating role between negative life events and adolescents’ non-suicidal self-injurious behavior (β=-0.26, P ＜0.001). Conclusion: Perceived social support may play a mediating and moderating role between negative life events and non-suicidal self-injurious behavior in adolescents. [ABSTRACT FROM AUTHOR]

ObjectiveThe problem of adolescents' self-injury has gradually attracted social attention, however, a lack of research exists on the internal mechanism between social anxiety and self-injury. This study explored the relationship between social anxiety and self-injury in Chinese junior high school students.MethodAn adolescent self-injury questionnaire, social anxiety scale, intolerance of uncertainty questionnaire and self-injury questionnaire were used to survey 614 junior high school students.ResultsThe results showed that: (1) social anxiety had a significant positive predictive effect on self-injury; (2) intolerance of uncertainty had a significant mediating effect between social anxiety and self-injury; and (3) self-esteem had a significant moderating effect on the mediating effect of intolerance of uncertainty.ConclusionThe study suggested that social anxiety in junior high school students has an impact on self-injury through mediation of intolerance of uncertainty and modulation of self-esteem.

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 Journal of Health Promotion & Health Education is the property of National Taiwan Normal University, Department of Health Promotion & Health 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.)

THE CORRELATION BETWEEN PEER CONFORMITY WITH FURTHER STUDY DECISION MAKING OF JUNIOR HIGH SCHOOL. This research was holded based on the phenomenon of Junior High School students who were less independent in further study decision making, so that they adapted based on peer conformity. The research aims to find out the relatonship between peer conformity with further study decision making in Junior High School students. This type of research is ex post facto quantitative with a correlational design. The samples of this research totaled 233 students from five schools with cluster sampling and proportional random sampling techniques. The instruments is used consisted of further study decision making scale, and peer conformity scale. Based on the result analysis, it showed that level further study decision making is high, level peer conformity is medium, and there is finded a negative and significant relationship between peer conformity and further study decision making (r=-0,364, p=0,000 < 0,05).

Parental burnout is an emerging hot issue in discussions about children’s mental health and development. However, little is known about the underlying psychological mechanisms of parental burnout on children’s academic burnout. To fill in this gap, we aim to examine the relationship between parental burnout and adolescents’ academic burnout, as well as the mediating effects of harsh discipline, adolescents’ psychological distress, and the moderating effect of gender. A sample of 871 junior high school students (477 boys and 394 girls) and their primary caregivers from Eastern China participated in this study. The results showed a direct relationship between parental burnout and academic burnout as well as an indirect relationship through the mediating role of psychological distress and the chain-mediating roles of parental harsh discipline and psychological distress. Furthermore, we discovered that fathers’ parental burnout had a stronger effect on children’s psychological distress than mothers. These findings contribute to our understanding of how parental burnout relates to children’s academic burnout and underline the significance of fathers’ parental burnout.

Body image (BI) is a multidimensional construct that refers to one’s perceptions of and attitudes toward one’s own physical characteristics. Adolescence is a critical developmental stage in which concerns about BI increase. Therefore, the present cross-sectional study aimed to evaluate body image and aesthetic body shape standards in a sample of middle school students living in China. The researchers gathered demographic information, as well as height and weight data, for their study. They used a body silhouette to assess body image perception and body shape aesthetics and calculated two indexes: BIP, which measures the accuracy of self-perception and the estimation of bodily dimensions, and BIS, which indicates the difference between an individual’s perceived and ideal body images. A total of 1585 students in three grades at two middle schools were included in the study (759 = female, mean age = 13.67 ± 0.90; 839 = male, mean age = 13.70 ± 0.90). The results showed that the BIP bias rate of middle school students was 55.7%, and the BI dissatisfaction rate was 81.0%. Females tended to overestimate their body shape and desire to be thinner compared to males. Students with a higher BMI grading were more prone to underestimating their body shape and aspiring to be thinner. Furthermore, 8.6% of students chose underweight as the ideal body type for boys, while 22.6% chose underweight as the ideal body type for girls. In conclusion, there are significant gender differences in the aesthetic standards of body shape, and adolescents believe that for women, a thin body shape is beautiful.

This research has been done to determine the effects of short term group therapy based on the predictive model of social anxiety and compare it with Hofmann's cognitive-behavioral group therapy on social anxiety symptoms in junior high school students. For screening, 210 students who were selected by cluster random sampling completed the LaGreca Social Anxiety Questionnaire. Thirty of them, whose scores were the highest on the LaGreca Social Anxiety Questionnaire, were selected and randomly assigned to three groups (model-based social anxiety group, Hoffman cognitivebehavioral social anxiety group, and control group). Experimental intervention was performed for group 1 (model-based therapy) and group 2 (Hoffman's cognitive-behavioral therapy). Group 3 (control) received no intervention. After six, 90minute, sessions of intervention for groups 1 and 2, all three groups completed the LaGreca Social Anxiety Questionnaire. The results showed that there was a significant difference between the experimental and control group (P = 0.000). But no significant difference was found between experimental groups in decreasing social anxiety symptoms (p = 0.356). According to the findings of the study, model-based social anxiety group therapy was effective in reducing the symptoms of social anxiety. There was also no difference between the two experimental groups in reducing the symptoms of social anxiety. [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.)

The article is devoted to the influence of neuropsychology on the modern student. The concepts of "neuropsychology" and "neuropsychological research", research and publications of domestic and foreign scientists on the development of neuropsychology and the use of methods that improve the work of the right and left hemispheres of the brain are considered in the article. The scientific potential of neuropsychology is indicated. Attention is drawn to the views of scientists who studied the neuropsychology of childhood. It has been found that there are many more books and periodicals in foreign literature that contain information on neuropsychology. A foreign project aimed at studying the brain is covered. It is emphasized that in modern educational institutions in Spain, teachers pay special attention to the neuropsychological characteristics of each child. Emphasis is placed on the difficulties of primary school children who need neuropsychological care. The focus is on the features of functional blocks of the brain and their mutual development. Emphasis is placed on the need to use health-preserving and play technologies in the organization of the educational process for teachers working on the Concept of the "New Ukrainian School". The effectiveness of kinesiological exercises for brain function, which contribute to the harmonious development of personality, has been proven. The significance of moving activities for the body of a child of primary school age is revealed. The powerful influence of means of musical and fine arts which help to develop visual perception, difficult spatial abilities, visual attention, memory, verbal and visual-motor skills on overcoming of neuropsychological frustration is proved. A block of neuropsychological exercises to activate the brain is presented. Samples of corrective exercises are highlighted: breathing exercises, massage, oculomotor exercises. [ABSTRACT FROM AUTHOR]

Literacy issues have probably been a special concern of many countries. In Indonesia, there have also been several surveys regarding the literacy of school students. This study aims to map the functional literacy of junior high school (JHS) students by focusing on various types of literacy and how each of them contributes to the overall functional literacy. This is quantitative survey research whose subjects were JHS students in four regencies and one municipality of the Special Region of Yogyakarta, with a total sample member of 246 students. The research instrument was an extension of the National Assessment for Adult Literacy (NAAL) with some additions of functional literacy types suggested in the FGD. Data were collected by using a test and analyzed through descriptive statistics and confirmatory factor analysis using the structural equation model with the Lisrel program. The results reveal that the functional literacy of the JHS students is mostly in the “medium” (83.3%), “low” (15.4%), and “high” (1.2%) category. Of the 15 types of literacy, two of them (13.33%), namely prose and cultural literacy make “high” contribution to the functional literacy as a whole, and two others (document and environmental literacy) also support to a “medium” extent (13.33%), while the rest (60%) are categorized as having “low” contribution. This likely implies the importance of fostering various types of functional literacy at school for students to have the ability to develop their personal and social functions.

Abstract: This study aims to examine the role of proactive personality as a mediator of the relationship between parental support in career and self-efficacy in career decision making in junior high school students. The research sample of 140 people obtained by accidental sampling. The instruments used were Career-Related Parent Support Scale, Career Decision Self-Efficacy Short Form, and Proactive Personality Scale which had been adapted into Indonesian. The data were analyzed by regression using PROCESS macros suggested by Hayes. The results showed that proactive personality partially mediates the relationship between parental support in career and self-efficacy in career decision making. Further analysis shows that: (1) proactive personality partially mediates the relationship between parental support in the form of instrumental assistance and self-efficacy in career decision making; (2) proactive personality partially mediates the relationship between parental support in the form of career modeling and self-efficacy in career decision making; (3) proactive personality partially mediates the relationship between parental support in the form of emotional support with self-efficacy in career decision making; and; (4) proactive personality fully mediates the relationship between parental support in the form of verbal encouragement with self-efficacy in career decision making. The implications, limitations and suggestions for further research are discussed as follows. Abstrak: Penelitian ini bertujuan untuk menguji peran kepribadian proaktif sebagai mediator hubungan antara dukungan orangtua dalam karier dan efikasi diri dalam pengambilan keputusan karier siswa Sekolah Menengah Pertama (SMP). Sampel penelitian berjumlah 140 orang yang diperoleh dengan accidental sampling. Instrumen yang digunakan adalah Career-Related Parent Support Scale, Career Decision Self-Efficacy Short Form, dan Proactive Personality Scale yang sudah diadaptasi ke dalam Bahasa Indonesia. Data dianalisis dengan uji regresi menggunakan macro PROCESS oleh Hayes. Hasil penelitian menunjukkan bahwa kepribadian proaktif memediasi secara parsial hubungan antara dukungan orangtua dalam karier dan efikasi diri dalam pengambilan keputusan karier. Analisis lanjutan menunjukkan bahwa: (1) kepribadian proaktif memediasi secara parsial hubungan antara dukungan orangtua yang berupa bantuan instrumental dan efikasi diri dalam pengambilan keputusan karier; (2) kepribadian proaktif memediasi secara parsial hubungan antara dukungan orangtua yang berupa pemodelan karier dan efikasi diri dalam pengambilan keputusan karier; (3) kepribadian proaktif memediasi secara parsial hubungan antara dukungan orangtua yang berupa dukungan emosional dengan efikasi diri dalam pengambilan keputusan karier; dan (4) kepribadian proaktif memediasi secara utuh hubungan antara dukungan orangtua yang berupa dorongan verbal dengan efikasi diri dalam pengambilan keputusan karier. Implikasi, limitasi dan saran untuk penelitian selanjutnya didiskusikan.

Religious morals are important to be explored in each student in participating in learning in the new normal era. The purpose of this study is to develop a religious motivation scale instrument that can be used to photograph students' religious motivation in this new normal era. Research applies ADDIE research and development design. Participants in the development of the religious motivation scale instrument consisted of 2,880 students in junior high schools in grades VII, VIII, and IX spread across Indonesia, which were selected through convenience sampling technique. Analysis of data from filling the religious motivation scale using the Rasch model technique. The results of research and development show that there are two items that are misfit, namely item numbers 8 and 12. Item number 8 reads: "I took lessons to practice the knowledge I gained in order to get a reward from Allah", while item number 12 reads: "The lessons I have followed have strengthened me to stay away from bad deeds". After confirmation, it was found that item number 8 and number 12 were the most difficult items to approve. [ABSTRACT FROM AUTHOR]

Scientific literacy was chosen as the main goal of science education. As the main goal, scientific literacy in science education is a picture of success in science education carried out by each country. In Indonesia, policies have been taken to support this goal although it is not clearly explained. To find out the success of science learning in the city of Cirebon, the researchers felt the need to analyze the scientific literacy skills of students in the city of Cirebon before providing concrete solutions to the problems faced. This study aims to provide an overview of the scientific literacy skills of junior high school students in Cirebon City. The research design used is quantitative research that uses descriptive (descriptive-quantitative) methods, namely research whose descriptions use size, number or frequency. The study was conducted on 7th grade students at the Cirebon City State Junior High School. The sample used was purposive sampling. The sample selected was State Junior High School with A and B accreditation. The scientific literacy ability in this study was viewed from the aspect of competence, knowledge and context. Based on the results of data processing, as many as 72.13% of seventh grade junior high school students in the city of Cirebon have scientific literacy skills in a very low category. This scientific literacy becomes a reference in applying the ability and quality of science learning in Cirebon City.

Lack of learning media will affect the learning process in the classroom. Various learning media can motivate students in online learning activities. It causes learning media to be essential in the learning process. In the current era of online learning, students are prone to boredom and stress. Therefore this study aims to develop learning media with RPG (Role Playing Games). This research is exploratory because the field of play is vast, with validation using an E-GameFlow survey to assess the level of comfort of players when gaining knowledge. The research will be conducted on 15 junior high school students by distributing online questionnaires. The methods used to collect data are observation and questionnaires. The instrument used to collect data is a questionnaire. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results of each question on each aspect of E-GameFlow will be analyzed to find conclusions about the games that have been made. The results of the data obtained show that the lowest value is 5.49 in the challenge aspect, which is caused by a static game map and lack of guidance regarding the game. The overall results of E-GameFlow show that the game can provide comfort to players while providing learning materials. This is evident from no aspect with a score below the average.

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]

The study aims to determine student’s High Order Thinking Skills (HOTS) and to find out the causes of student’s HOTS on dynamic electricity material. The number of samples involved 59 students consisting of 30 students from the excellence class and 29 students from the regular class. The research instrument used consisted of 8 Multiple Choice Questions (MCQs). Questions have been validated, and reliability has been tested in the medium category (Alpha Cronbachs: 0.44). The data analyzed using descriptive analysis. The average student’s HOTS is 59.98% indicating the medium category. The results of the student’s HOTS on the analysis provided by students from excellence classes are 71.25% indicating high category and regular class 48.71% indicating medium category. The results of the analysis show that student’s HOTS is on medium category because students having difficulty in making connection one concept to another concept and using mathematics as a tool in solving physics problems. The results as a reference for improving student’s HOTS. This research can be developed by increasing the sample and expanding the material being tested.

This study aims to determine the relationship between gender and students’ thinking skills and compare their score between male and female based on their level of thinking skills. Moreover, the result of this study can also be used to evaluate the implementation of the 2013 Curriculum on mathematics junior high school especially Higher-Order Thinking Skills. The method used in this study is ex-post facto, with a population of all 7th grade public junior high schools students in Banjarmasin city. Sample taken were 391 students, divided into 6 schools that were selected randomly. The instrument used is 16 multiple choice test that is valid and reliable. This developed test respectively focused on measuring thinking skills, namely Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The result showed that female students were better than male students in almost all of the thinking skills, except Creating. However, there is no relationship between gender and thinking skills.

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本研究探討「差異化教學法」對國中八年級學生數學學習成效的影響，採用準實驗研究法，並採取不等組前－後測設計。研究對象為某國中八年級兩班共 50 位學生，以其中一班為實驗組，進行「差異化教學法」，另一班為對照組，進行「講述教學法」。教學內 容為「等差數列」與「等差級數」兩個單元，實驗教學結束後，研究者蒐集相關資料進行量化的分析比較，以探討兩組學生數學學習成效的改變，並透過教學回饋單及晤談資料來了解學生對於「差異化教學法」的態度及接受程度。研究發現，實施差異化教學可 以顯著提高學生數學學習成效，以中分群學生之學習成效差距最大。 The study discusses the impact of “differentiated instruction” on the learning of math for 8th graders in junior high school. The quasi-experimental research method was adopted, using the pretest-posttest design with unequal groups. The subjects were 50 students from two 8th grade classes in one junior high school. One class was assigned as the experimental group to receive “differentiated instruction”, while the other one was the control group to receive “didactic instruction”. The instruction contents were two units of the curriculum: “arithmetic sequence” and “arithmetic series”. After the entire experimental teaching was over, the researcher collected relevant data to proceed with quantitative analysis and comparison, as well as to investigate the changes of math learning outcomes for the two groups of students. Students' attitudes and degree of acceptance toward “differentiated instruction” were examined through data collected from students' feedback sheets and interviews. Findings from this study indicate that the implementation of differentiated instruction can significantly promote student's learning outcomes in math; the effect is particularly noteworthy for the average-grade student group.