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Objective:To explore the effect of self-esteem and sibling relationships on the links of parental cohesion and internalizing problems in junior high school students based on the family system theory.Methods:A total of 565 junior high school students were investigated with the sibling relationship questionnaire, parent-child cohesion questionnaire, self-esteem scale and internalizing problems questionnaire from April to June 2021.SPSS 26.0 was used for descriptive statistics and Pearson correlation analysis.PROCESS was used to examine the mediating and moderating effect.Results:Maternal-child cohesion was positively correlated with self-esteem and sibling warmth ( r=0.36, 0.58, both P<0.01), while it was negatively correlated with internalizing problems and sibling conflict ( r=-0.29, -0.25, both P<0.01). Similarly, paternal-child cohesion was positively correlated with self-esteem and sibling warmth ( r=0.37, 0.51, both P<0.01), and it was negatively correlated with internalizing problems and sibling conflict ( r=-0.36, -0.21, both P<0.01). The self-esteem played a partial mediating role between maternal-child cohesion and internalizing problems ( β=-0.09, 95% CI=-0.14--0.05), and the mediating value was 30.13%.The self-esteem also played a partial mediating role between paternal-child cohesion and internalizing problems ( β=-0.07, 95% CI=-0.11--0.04), and the mediating value was 25.36%.Sibling warmth could improve the positive effect of maternal-child cohesion on self-esteem ( β=0.06, 95% CI=0.01-0.11), while could offset the negative effects of low level of maternal-child cohesion against the internalizing problems ( β=0.10, 95% CI=0.04-0.16). But sibling conflict did not significantly predict the effects of maternal-child cohesion on self-esteem and internalizing problems.Similarly, sibling warmth could improve the positive effect of paternal-child cohesion on self-esteem ( β=0.05, 95% CI=0.01-0.09), while could offset the negative effects of low level of paternal-child cohesion against the internalizing problems ( β=0.09, 95% CI=0.03-0.15). But sibling conflict could reduce the positive impact of paternal-child cohesion and self-esteem ( β=-0.05, 95% CI=-0.09--0.01), while had no effect on the impact of paternal-child cohesion and internalizing problems. Conclusion:Parent-child cohesion not only directly affects the internalizing problems, but also indirectly affects the internalizing problems through the self-esteem.Positive parent-child cohesion and sibling warmth relationships can improve the individual's self-esteem level and reduce the internalizing problems.
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ObjectiveTo study the anxiety and depression status of the third-year junior high school students in Nanning city， and to discuss their relationships with test anxiety， so as to provide references for targeted psychological intervention for students. MethodsFrom May to June， 2021， a simple random sampling method was adopted to randomly enroll three classes of third-grade students from one junior high school in each district and county of Nanning city. The selected students were assessed using Test Anxiety Scale （TAS）， Self-rating Anxiety Scale （SAS） and Self-rating Depression Scale （SDS）. Thereafter， Pearson correlation analysis was conducted to explore the correlation among each scale score. ResultsA total of 2 080 students participated in the survey， and 1 826 （87.79%） valid questionnaires were collected. Among them， 999 students （54.71%） felt uncomfortable due to the test. Anxiety and depression were detected in 577 （31.60%） and 830 （45.45%） students， respectively. TAS score of female students was higher than that of male students ［（16.75±6.78） vs. （15.08±6.97）， t=-5.136， P<0.01］， SAS score of female students was higher than that of male students ［（46.05±10.43） vs. （44.16±10.87）， t=-3.769， P<0.01］， and SDS score of female students was higher than that of male students ［（52.34±12.44） vs. （49.98±12.17）， t=-4.039， P<0.01］. Correlation analysis showed that SAS and SDS scores were positively correlated with TAS score （r=0.574， 0.531， P<0.01）， and the correlation still existed after further controlling for age and gender （r=0.570， 0.526， P<0.01）. ConclusionThe third-year junior high school students in Nanning city suffer a high prevalence rate of anxiety and depression， and the two psychological states have positive relations with TAS. Furthermore， both anxiety and depression are more severe in female students than in male students.
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Objective@#To learn anxiety and depression status in junior high school students with myopia in Zhoushan and their influencing factors,so as to provide reference for vision care and mental health intervention.@*Methods@#A stratified cluster random sampling method was used to select students from two junior high school in Zhoushan. A self-designed questionnaire,self-rating anxiety scale (SAS) and self-rating depression scale (SDS) were employed to collect the demographic information,and to evaluate anxiety and depression status.The logistic regression analysis was used to select the influencing factors for anxiety and depression in myopia students.@*Results @#A total of 775 questionnaires were sent out and 766 valid ones were recovered,with an response rate of 98.84%. There were 662 students with myopia.The rates of anxiety,depression and the two combined in myopic students were 22.36%,25.38% and 14.35%,respectively.The results of the multivariate logistic regression analysis showed that the risk factors for anxiety of myopic students were females (OR=1.514,95%CI:1.054-2.183),the third grade (OR=2.246,95%CI:1.408-3.619),high myopia (OR=1.839,95%CI:1.126-3.017) and wearing glasses for two years or above (OR=2.504,95%CI:1.464-4.306); the risk factors for depression were females (OR=1.182,95%CI:1.253-2.536),above average of school record (OR:1.614-2.026,95%CI:1.034-3.153),high myopia (OR=2.284,95%CI:1.513-3.436) and wearing glasses for two years or above (OR=4.602,95%CI:2.035-10.372). @*Conclusions@#The prevalence rates of anxiety and depression are higher in junior high school students with myopia in Zhoushan. The students who are females,are in the third grade,have above average of school record,have high myopia and wearing glasses for two years or above are more likely to suffer from anxiety or depression.
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Objective@#To explore the determinants of physical activity during leisure time among junior high school students in Jinshan District of Shanghai based on socio-ecological model, so as to provide basis for health promotion in adolescents. @*Methods@#Six public junior high schools were randomly selected from Jinshan District and then a class was selected from every grade. The physical activity of the students in the spare time of one week was monitored. The determinants of physical activity were investigated through a self-designed questionnaire based on socio-ecological model,and were analyzed by optimal scaling regression. @* Results@#A total of 645 questionnaires were sent out, 622（96.43%）of which were valid. The median time spent on active physical activity after school on weekdays and at weekends was 29.00 min and 45.00 min, respectively. The scores of individual, interpersonal and environmental factors were 10.53 ± 2.04, 5.10 ± 1.51 and 8.31 ± 1.85,respectively. The results of the optimal scaling regression analysis showed that residence（β=-0.117, -0.159）,individual factors（β=0.244,0.277）, interpersonal factors（β=0.113, 0.085）and environmental factors（β=-0.140, -0.120) were the influencing factors for the physical activity in extracurricular time on weekdays and at weekends. On weekdays, the influence of individual factors was the largest （62.2%）,followed by interpersonal factors（20.8%）and residence（16.8%）. At weekends, the influence of individual factors was the largest（65.4%）, followed by residence（23.6%）and interpersonal factors（10.5%）.@*Conclusions@#The physical activity level during leisure time among junior high school students in Jinshan District is most affected by individual factors, followed by interpersonal factors and residence. The time spent on physical activity at weekends is insufficient, and the influence of residence is behind individual factors.
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Objective: In 2016, Japan started conducting musculoskeletal examinations that included “limb status” of students as an essential item. Our institution implemented a unified musculoskeletal examination for all public elementary and junior high schools in T-city. In this study, we aimed to report the progress in the past 4 years.Patients and Methods: The Tsukuba Childhood Locomotive-Organ Screening Sheet (T-CLOSS), which is a questionnaire that includes some nationwide-recommended questions, was prepared and distributed to students. Results of the questionnaires were analyzed, and the orthopedic surgeon conducted examinations for the extracted items. From these questionnaires, the ratio of each item, rate of advisory for screening, and content of the advisory were investigated.Results: During 2016–2019, musculoskeletal examinations were conducted in every public schools, with nearly 20,000 students in T-city. The consultation advisory rate was 6.7% in 2019. Of the 524 students who received the third screening recommendation, the actual consultation rate was 248 (40.8%). After the third screening, the proportion of students requiring treatment and outpatient visits was 46.7% (n=248), which accounted for 1.2% of all elementary and junior high school students in the city.Conclusion: We reported the results of 4-year musculoskeletal examinations in a city. In our screening, we distributed a uniform questionnaire throughout the city, and orthopedic surgeons performed secondary examinations of identified students in all schools. This appears to be an advanced effort to prevent musculoskeletal impairment in students. We hope to conduct more sophisticated musculoskeletal examinations using our results, aiming at early detection, early treatment, and improvement of musculoskeletal function in elementary and junior high school students.
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Objective@#To analyze the current situation of school bullying and related factors in junior high school students in China 2016.@*Methods@#Junior high school students were selected from the 2016 China Education Panel Survey. A total of 6 750 students with completed records of suffering from school bulling, individual characteristics, family environment, and school conditions were selected. Multivariate logistic regression models were used to analyze the related factors of being bullied.@*Results@#A total of 57.29% (3 867/6 750) of students in the past year had suffered from at least one type of school bullying. The proportions of students who suffered from verbal bullying, social bullying, physical bullying and cyber bullying were 49.12% (3 298/6 714), 37.87% (2551/6736), 18.18% (1226/6743), and 13.51% (910/6 735), respectively. According to the logistic regression model, students who were boys, came from ethnic minorities, lived with their mothers only, had frequent quarreling parents, boarded and had experience of school transfer in primary education were more vulnerable to school bullying compared with those who were girls, came from Han nationality, lived with parents, had parents who seldom quarrel, commute to school daily and had no school transfer experience in primary education. The corresponding OR (95%CI) values were 1.86 (1.66-2.08), 1.27 (1.02-1.57), 1.35 (1.13-1.61), 1.49 (1.23-1.81), 1.65 (1.33-2.04), and 1.21 (1.08-1.36), respectively. Students who were the only child, had relatively good health, had mothers with middle school, high school or secondary specialized school education level, had medium or good family economic conditions, had good academic performance, served as class cadres and had good relations with head teachers were less vulnerable to school bullying compared with those who were not the only child, had relatively bad health, had mothers with primary school or below education level, had poor family economic conditions, had poor academic performance, had never been class cadres and had bad relations with head teachers. The corresponding OR (95%CI) values were 0.80 (0.72-0.90), 0.60 (0.48-0.75), 0.74 (0.64-0.85), 0.75 (0.61-0.91), 0.70 (0.69-0.82), 0.64 (0.52-0.79), 0.85 (0.74-0.99), 0.88 (0.79-0.99), and 0.62 (0.55-0.69), respectively.@*Conclusion@#The situation of suffering from school bullying among junior high school students in China is not optimistic. Individual characteristics, family environment and school conditions were all related to school bullying.
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Objective:To survey the status of anxiety/depression and lifestyle among junior high school students and explore their relation to put preference for psychological health education.Methods:Totally 1597 junior high school students aged 10 to 17 years in Shang Haicity were surveyed.The Generalized Anxiety Disorder-7 (GAD-7),Patient Health Questiormaire-9 items (PHQ-9) and Chinese Adolescent Lifestyle Scale (CALS),were used to assess anxious emotion,depressive emotion and lifestyle.Results:The rates of anxious emotion and depressive emotion were 16.4％ and 17.2％ respectively among students.Scores of GAD-7 and PHQ-9 were negatively correlated with all factor scores of CALS including eating habits,sleep status,health habits,learning habits,exercise,entertainment activities,interpersonal relationships,coping style and life satisfaction (-0.57 ≤ r ≤-0.15,Ps ＜ 0.01).Multivariate stepwise regression analysis showed that the sleep status factor scores,life satisfaction and exercise factor scores of CALS could negatively predict scores of GAD-7 (β3 =-0.17,-0.15,-0.05;Ps ＜ 0.05) and health habits positively predict scores of GAD-7 (β3 =0.08,P ＜0.001).Sleep status factor scores,life satisfaction factor scores and eating habits factor scores could negatively predict scores of PHQ-9 (β3 =-0.21,-0.16,-0.06;Ps ＜ 0.05).Conclusion:It suggests that the junior high school students'depression and anxiety are related to their lifestyle.The emotion of depression and anxiety of students may be predicted by some factors in the lifestyle.
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Objective To study the current status of personality characteristics of the left-behind rural junior middle school students in Chongqing Three Gorges reservoir area,and to analyze the influence of different left-behind status on the development of junior high school students' personality.Methods The stratified cluster sampling method was adopted to extract the left-behind rural junior middle school students aged 12-15 years old from 1 vocational middle school and 2 junior middle school in Wuxi,Yunyang and Wanzhou of the Chongqing Three Gorges reservoir area.A questionnaire survey was conducted by using the Eysenck Personality Questionnaire (EPQ) children's edition and self-compiled questionnaires.The original scores were converted into the standard scores (T) for conducting the comparative analysis.Results A total of 438 questionnaires were issued and 380 effective questionnaires were recycled with the effective rate of 86.8 ％,including 204 left-behind junior middle school students and 176 nonleft-behind junior middle school students.The typical neuroticism (T≥61.5) in the left-behind rural junior middle school students accounted for 31.4％,the typical introversion type and extroversion type respectively accounted for 7.8％ and 7.4％.The scores in the dimensions of nervouness and neuroticism had statistical difference between the left-behind junior middle school students and non-left-behind junior middle school students (P＜0.05).The family income and age had a significant impact on the concealed personality of left-behind junior high school students (P＜0.05);grandparents as caregivers had a significant impact on introversion and extroversion in different genders of left-behind junior high school students (P＜0.05).The introversion and extroversion scores of father caring students were lower than those of non-father caring students (P＜0.05).The concealing scores of father caring students were lower than those of non-father caring students(P＜0.05).Conclsion The family factor and school factor are main causes affecting the personality characteristics of the left-behind junior middle school students.
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To assess the changes in attitudes toward smoking after the smoking-prevention classes presented by Kumamoto Tobacco-Free Forum, this study administered a questionnaire survey to first-year junior high school students before and after a smoking-prevention class at a junior high school. The questionnaire that was used to pre and post comparison comprised thirteen items, ten from the Kano Test for Social Nicotine Dependence (KTSND-Youth) and three as follows: “I think I will be a smoker in the future,” “I think I will smoke about once,” and “What do you think of people around you who smoke tobacco?” The results of this pre- and post-class questionnaire indicate that attitudes toward seven items improved in a statistically significant way. These included four from KTSND-Youth: “Smokers cannot stop even if they want to,” “Smoking is adult-like and cool,” “Smoking is enjoys taste and a fragrance,” and “If it’s a place with an ashtray, it’s okay to smoke.” The smoking-prevention classes significantly decreased total KTSND-Youth scores. Furthermore, the analysis has clarified that the KTSND-Youth items: “Smoking is adult-like and cool” and “Doctor and school teachers say, ‘Tobacco is no good too much”, as well as the item “What do you think of people around you who smoke tobacco?” are significantly influencing factors for the item “I will be a smoker in the future.” These results indicate that the smoking-prevention classes presented by Kumamoto Tobacco-Free Forum were effective for decline in social nicotine dependence of the first-year students in junior high school.
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Objective To study and compare the present situation and the difference in subjective well-being between students in junior high schools for the blind and normal junior high school students, and provide basis for the construction of education mode for the well-being of the blind students. Methods By random sampling method, subjective well-being questionnaire was used to investigate the 155 blind students in five blind schools and 436 normal junior high school students in three junior high schools in Shandong Province. Results ( 1 ) The blind students had shown significant differences in many aspects of subjective well-being such as gender, family e-conomic status, sight and parents'education degree (P<0. 05) . (2) Blind school students'social confidence experience (4. 59 ±1.13) was significantly higher than that of the normal students (4.31 ±1.13), and had a significant difference (P<0.05). Blind students got significantly lower scores ((4. 38 ± 1.26) , (4.00 ± 1. 29) ,(3. 58 ± 1. 37) ,(3.89 ± 1. 35) ,(4.41 ± 1.04) , (4. 20 ± 1. 33) ) than normal school students( (4.68 ± 1. 19) , (4. 36 ±1.14),(3.88±1.27),(4.41 ±1.25),(4.61 ±0.99), (4. 52 ± 1. 18)) in target value experience, physical health experience, mental health experience, interpersonal adaptability experience self-acceptance experience, and emotional balance experience. Conclusion There exists a significant difference between the blind students and the normal junior high school students in the different aspects of subjective well-being.
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The purpose of this study was to assess daily physical activity and time spent on activities of various intensities, and to examine the relationship between daily physical activity and physical fitness in junior high school students. The subjects were 314 junior high school students (135 boys, 179 girls, 14.0±0.1 years). Daily physical activity was evaluated using accelerometers that they wore around the waist for 10 days. The accelerometers calculated steps and time spent on activities of vigorous intensity (LC7-9: higher intensity than brisk walking). A physical fitness test (8 items) was employed to evaluate the fitness of pupils. The total accelerometer steps (counts/day) were 13772±4764 for boys and 11209±2636 for girls on weekdays, and 8311±4743 for boys and 7159±3338 for girls on weekends, respectively. On weekdays, time spent on activities with an intensity of LC7-9 (minutes/day) was 18±17 for boys and 11±7 for girls. Positive associations were found between physical fitness and daily physical activities in the case of many items. The fitness test score was significantly more highly correlated with LC7-9 than with LC1-6 in boys and girls. In the case of eighth graders, in order to reach a score of B in the physical fitness test, it was suggested that the total steps and time spent on activities with an intensity of LC7-9 may be needed at least 13000 steps and 20 minutes in boys, and 10000 steps and 10 minutes in girls, respectively.
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ObjectiveTo evaluate whether the junior high school students reared by their grandparents in 0～3 years old have more emotional and behavioral problems than their counterparts who reared by birth parents since birth. MethodsThis study was carried out to compare emotional and behavioral outcomes,using Youth Self-Report(YSR) between junior high school students reared by their grandparents in 0～3 years old and junior high school students reared by birth parents since their birth. ResultsTwo-sample test showed that the study group had significantly higher raw scores of the YSR sub-scale of somatic complaint[(2.93±2.83) vs (2.00±2.35),t=2.08,P＜0.05],social problems[(3.56±2.20) vs (2.42±1.99),t=3.15,P＜0.01],thought problems[(3.29±3.26) vs (2.16±2.29),t=2.30,P＜0.05],delinquency [(2.77±2.33) vs 2.01±1.60),t=2.19,P＜0.05] ,aggression[(7.89±6.32) vs 5.96±4.66),t=2.01,P＜0.05],externalizing problems [(10.67±8.07) vs (7.97±5.61),t=2.19,P＜0.05]and total problems [(42.64±22.76) vs (33.61±19.25),t=2.47,P＜0.05]than the comparison group. Analysis of covariance (ANCOVA) was used to control the effects of live events stress. The following analyses showed that the two groups showed no significant difference except for social problems (P＜0.05). ConclusionMany factors that affect mental health of the junior high school students. There is a significant differences in the social problems between the junior high school students reared by grandparents from infancy to the toddler stage and their counterparts. The grandparents should pay more attention to help their grandchildren developing social skills in their babyhood.
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The purpose of present study was to examine validity of pedometer with accelerometer (Lifecorder-EX ; LC) and to assess the daily physical activity (PA) of Japanese junior high school students by LC method. Firstly, to examine validity of LC, ten students (13.6±0.5 years old) wearing LC on their waists performed the walking and running tests. Energy expenditure was measured by the expired gas analysis method during the tests. The results showed that the activity level of LC had a high correlation with the exercise intensity (VO<sub>2</sub> : r=0.948, METs : r=0.931), and it was from 7 to 9 (LC7－9) in the more intense activity than running. Secondly, PA of 206 boys and 220 girls aged 12－15 years were measured using LC. Step counts and activity time of LC7－9 each were 9500－15000 counts and 10－19 minutes on weekdays, and 6500－10000 counts and 5－12 minutes on weekends. PA analyzed by MANOVA were lower on weekends than on weekdays, and decreased in proportion as grade, and that of boys were significantly higher than that of girls. Present study suggests that LC method is a good way of measuring PA for junior high school students in free-living condition.
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Objective: To develop parental punishment style the questionnaire. Methods: Based upon previous literature about parental punishment style and expert interview, data were collected for the parental punishment style questionnaire. A sample of 1028 junior high school students were asked to complete the questionnaire and 158 of them was given retest after a month. Results: Taken from the questionnaire by exploratory factor analysis four factors were compatible. The results of confirmatory factor analysis showed a good fit to the data. The internal consistency reliability of father and mother questionnaire was satisfactory, with Cronbach ? coefficient 0.91; and the test-retest reliability was also satisfactory, with test-retest correlation coefficient 0.88 and 0.89, which showed good content validity and high construct validity. Conclusion: The questionnaire has good reliability and validity, and meets the need of psychometrics.
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Objective To study the prevalence of health risk behaviors among the junior high school students.Methods An anonymous questionnaire survey was conducted among a stratified sampling of 1 200 students from six junior high schools to study the health risk behaviors occurred during the last year.Results The leading risk behaviors were lacking sports exercises(47.92%),violating traffic regulation(31.58%),fleeing the home(4.08%),suicide(1.83%),addicted to drugs(0.75%).Conclusion Multiple health risk behaviors exist among junior high school students.We should develop effective measures to prevent these dangerous behaviors and improve students' health.