Sentido de comunidad de adolescentes en escuelas y barrios durante el covid-19

(analítico) El sentido de comunidad de jóvenes es la sensación de pertenencia de este grupo en relación con la escuela o el barrio. Es un tema estudiado en las ciencias sociales, aunque sus transformaciones no han sido suficientemente visibilizadas. El propósito del estudio es describir las percepciones del sentido de comunidad en la escuela y el barrio durante el covid-19 en estudiantes de 14 a 18 años de escuelas públicas, subvencionadas y privadas en la Región Metropolitana de Chile. Con metodología cualitativa, descriptiva y transversal, desde la fotoprovocación virtual, se analizan temáticamente las perspectivas juveniles. Los resultados muestran que el sentido de comunidad escolar está tensionando el relacionamiento interpersonal, emergiendo afectos negativos y destacando la pertenencia al espacio físico. El sentido de comunidad en el barrio es incipiente durante la pandemia.

(analytical) Sense of community for young people is a feeling of belonging in relation to school or the neighborhood. It is a topic that has been extensively studied in the social sciences, even though transformations of this knowledge have not been sufficiently visible. The purpose of this research was to describe perceptions of the sense of community at school and in the neighborhood during COVID-19 among students aged 14 to 18 from public, semi-public and private schools in the Metropolitan Region of Santiago. Using a qualitative, descriptive, and cross-sectional methodology that involved digital photo-stimuli, youth perspectives were analyzed thematically. The results show that young people's sense of community in schools during the pandemic involved strained interpersonal relationships with negative affects emerging. The participating young people highlighted the importance of physical space in relation to their sense of belonging. The young people's sense of community in the neighborhood was incipient during the pandemic.

(analítico) O senso de comunidade dos jovens é o sentimento de pertencimento desse grupo em relação à escola ou ao bairro. É um tema estudado nas Ciências Sociais, embora suas transformações não tenham sido suficientemente visíveis. O objetivo do estudo é descrever as percepções do senso de comunidade na escola e no bairro durante o Covid-19 em alunos de 14 a 18 anos de escolas públicas, subsidiadas e privadas da Região Metropolitana do Chile. Com metodologia qualitativa, descritiva e transversal, a partir da fotoprovocação virtual, as perspectivas juvenis são analisadas tematicamente. Os resultados mostram que o sentido de comunidade escolar é acentuar o relacionamento interpessoal, emergindo afetos negativos e destacando o pertencimento ao espaço físico. O senso de comunidade no bairro é incipiente durante a pandemia.

Cross-cultural adaptation of the Science Motivation Questionnaire II (SMQ-II) for Portuguese-speaking Brazilian secondary school students

Introduction: Science motivation is important for students' scientific literacy. Yet, there is a lack of valid and reliable measurement tools for the Brazilian context. This study presents the Brazilian Portuguese version of the Science Motivation Questionnaire (SMQ-II) and motivational baseline data. Method: The instrument was translated into Brazilian Portuguese using cross-cultural validation procedures. For structural validity evidence, the responses of 646 secondary school students were subjected to exploratory and confirmatory factor analysis, as well as measurement invariance. For reliability evidence, Cronbach's alpha (a) and McDonald's omega (w) were calculated. Students' motivation was analysed using 2 (gender) x 4 (grade levels) x 3 (study modality) MANOVA. Results: 24 items measuring intrinsic motivation, career motivation, grade motivation, and self-efficacy supported a four-factor structure with adequate reliability against the original five-factor structure (self-determination was not salient). Measurement invariance was established across the gender and study modalities, but not for grade levels. Higher-grade level Brazilian students were less motivated, and girls reported higher intrinsic and career motivation, but lower self-efficacy than boys. Conclusion: These findings lay the foundation for the assessment of Brazilian students' science motivation, although they also reveal problems in the latent structure of the SMQ-II and call for the development of instruments rooted in contemporary motivational theories.

Introdução: A motivação científica é importante para a alfabetização científica dos estudantes. No entanto, há uma falta de ferramentas de medição válidas e confiáveis para o contexto brasileiro. Este estudo apresenta a versão em português brasileiro do Questionário de Motivação Científica (SMQ-II) e dados de base motivacionais. Método: O instrumento foi traduzido para o português brasileiro utilizando procedimentos de validação transcultural. Para construir provas de validade, as respostas de 646 alunos do ensino médio foram submetidas à análise exploratória e confirmatória de fatores, bem como invariância de medidas. Para a evidência de confiabilidade, foram calculados o alfa de Cronbach (a) e o ômega de McDonald's (w). A motivação dos estudantes foi analisada usando 2 (gênero) x 4 (notas) x 3 (modalidade de estudo) MANOVA. Resultados: 24 itens medindo a motivação intrínseca, motivação de carreira, motivação de grau e auto-eficácia suportaram uma estrutura de quatro fatores com confiabilidade adequada contra a estrutura original de cinco fatores (a autodeterminação não foi saliente). A invariância da medição foi estabelecida através de gênero e modalidade de estudo, mas não para o nível de nota. Os estudantes brasileiros de grau superior estavam menos motivados, e as meninas relataram maior motivação intrínseca e de carreira, mas menor auto-eficácia do que os meninos. Conclusão: Estas descobertas abrem o caminho para a avaliação da motivação científica dos estudantes brasileiros, mas também revelam problemas na estrutura latente do SMQ-II e exigem o desenvolvimento de instrumentos enraizados em teorias motivacionais contemporâneas.

Revisión sistemática del compromiso escolar en educación secundaria / A systematic review of methodological aspects of student engagement research in secondary students

Resumen La investigación sobre el compromiso escolar de los estudiantes ha crecido significativamente en la última década y su medición es de gran interés en la investigación educativa. Esto se podría explicar por su potencial para comprender problemas educativos importantes con respecto a las trayectorias académicas de los estudiantes, incluida la adaptación a la escuela, el rendimiento y los logros académicos, las tasas de finalización y la deserción escolar. Se ha evidenciado que los estudiantes que se sienten más comprometidos con su escuela experimentan una trayectoria escolar más positiva y tienen una vida más exitosa, por lo que se considera que el compromiso escolar es una variable protectora vinculada a tasas más bajas de delincuencia, abuso de sustancias y depresión. Para obtener una comprensión más profunda del cuerpo de investigación actual sobre el compromiso escolar de los estudiantes, esta revisión de la literatura tuvo por objetivo analizar las características metodológicas de la investigación empírica cuantitativa sobre ese compromiso de los estudiantes en la escuela secundaria. Como método se realizó una revisión sistemática de la literatura en las bases de datos Web of Science, Scopus y SciELO del período 2013 a 2020. Cuarenta y siete artículos cumplieron los criterios de inclusión establecidos. Los resultados evidenciaron que casi todos los estudios se realizaron en Estados Unidos, mientras que ninguno de los artículos analizados fue desarrollado en América Latina. Con respecto al tamaño de la muestra, se identificó que la mayoría de los estudios revisados ​​tenían un tamaño de muestra entre 501 y 5000 participantes. En cuanto a los diseños de investigación utilizados en estos estudios, la mayoría utilizó un diseño correlacional, pero solo unos pocos implementaron diseños longitudinales o cuasi experimentales. Se identificó la coexistencia de diferentes marcos conceptuales sobre el compromiso escolar; sin embargo, la investigación concuerda en comprenderlo como un constructo multidimensional que implica el involucramiento del estudiante en actividades relacionadas con la escuela y su estudio. La diversidad conceptual del constructo de compromiso escolar se refleja en los numerosos instrumentos identificados en esta revisión, en los que las dimensiones más prevalentes del compromiso escolar fueron la dimensión conductual, cognitiva y emocional. Respecto de los tipos de variables incluidas en los estudios de compromiso escolar, se observó que se han incluido un gran número que cubren diferentes aspectos y temas relacionados con las experiencias académicas de los estudiantes, como las relacionadas con los propios estudiantes, así como las relacionadas con los padres, compañeros, profesores y escuelas. En conclusión, dado que el compromiso escolar de los estudiantes es una variable que se ha considerado crítica en contextos académicos, a medida que se realicen estudios futuros en este campo, será importante examinar la correlación de diferentes tipos de variables con el compromiso escolar de los estudiantes. Se podrían examinar las potenciales variables moderadoras que podrían surgir al realizar estudios en nuevos entornos educativos o culturalmente diversos, por ejemplo, con estudiantes con necesidades especiales. Esto es especialmente importante cuando se considera a la región Latinoamericana. Dado que la mayoría de los estudios se han realizado en Estados Unidos, se requiere considerar aspectos importantes antes de su implementación, como la validez de los instrumentos de medida, los que podrían estar sesgados si no se adaptan a la cultura Latinoamericana. Además, los estudios futuros deberían definir con precisión el constructo de compromiso escolar de los estudiantes y lograr un consenso en la investigación.

Abstract Student engagement research has grown significantly in the past decade and measuring it is of high interest in educational research. To gain a deeper understanding of the current body of research on student engagement, this review aims to analyze the design characteristics of empirical quantitative research on student engagement in secondary school. A systematic review was performed in the Web of Science, Scopus, and SciELO databases from the period 2013 to 2020. Forty-seven articles met the inclusion criteria. The results revealed that most studies were performed in North America and none in Latin America; the designs were mainly measuring variable associations. Teacher-related variables are the least examined variables. The instruments used to measure the student engagement and the constructs employed, shows there is substantial theoretical heterogeneity among studies. Future studies need to accurately define student engagement; give further attention to variables related to teachers, peers, families, and institutional conditions.

Knowledge, attitude and practice regarding oral health among secondary school students in Kulgam district, J&K

Background: Oral health is a primary division of overall health. Oral health knowledge is considered to be crucial for developing healthy behaviors, and it has been shown that there is an association between increased knowledge and better oral health. Optimum health related practices are more likely to be taken up if an individual feels a sense of better control over their health with better understanding of diseases and their etiology. Aim: Therefore, the present study aimed at assessing the level of oral health knowledge, attitude and practices of secondary school students in district Kulgam, Jammu & Kashmir UT. Materials and methods: A cross-sectional survey was conducted among 384 secondary school students of Kulgam district J&K. The participants were presented with a standardized pre-tested closed ended questionnaire based on WHO oral health questionnaire for children. It was a multiple choice questionnaire where the participants were asked to select the most relevant answer. Results: This study showed that knowledge and attitude towards oral health hygiene was good among the students. Attitude towards oral health was also found to be comparatively good. Oral hygiene practices were not up to the mark. There is a need to teach the significance of routine dental checkup, appropriate tooth brushing technique and material used for tooth brushing.Conclusion: School age is the right time when the behavior can still be molded, secondary level students would be the appropriate target group to receive the first organized intervention leading towards correct knowledge along with a positive attitude which is essential to bring about a change in their oral health behavior.

SELF-EFFICACY OF HIGH AND LOW ACHIEVERS IN MATHEMATICS OF SENIOR SECONDARY SCHOOL STUDENTS

The present study was conducted to compare the self-efficacy of high and low achiever of achievement in mathematics of senior secondary school students. The sample of 300 senior secondary school students was taken from 3 districts of Punjab. Senior secondary school students was divided into two groups viz. high achievers and low achievers on the basis of achievement in mathematics which was taken as their marks in Mathematics in previous class and assessed their self-efficacy by using the hindi version of SelfEfficacy scale developed by Sud, Schwarzer and Jerusalem (1998). Result of the study revealed that the high achievers of mathematics had better self-efficacy as compared to low achievers of mathematics. The positive correlation between self-efficacy and achievement in mathematics of senior secondary school students was also found.

Relationship between idolatry and perceived social support in secondary school students： the mediating role of peer attachment and life satisfaction / 四川精神卫生

BackgroundNowadays， idolatry is an important part of the spiritual life of secondary school students， making a significant impact on their physical and mental development. Previous research has examined the two-by-two relationship between idolatry， peer attachment， life satisfaction and perceived social support， but the potential mediating mechanisms between these variables remain to be explored. ObjectiveTo explore the mediating role of peer attachment and life satisfaction between idolatry and perceived social support， so as to provide references for mental health education for secondary school students. MethodsIn June 2022， 1 059 students currently enrolled in secondary school in Qiannan State， Guizhou Province were selected according to stratified random sampling method. In this study， assessment was performed using Celebrity Attitude Scale （CAS）， Peer Attachment Subscale from Revised Inventory of Parent and Peer Attachment （IPPA-R）， Satisfaction with Life Scale （SWLS） and Perceived Social Support Scale （PSSS）. Pearson correlation analysis was used for correlation test. Model 6 in the SPSS Macro Process 3.3 was used to examine the mediating effect of peer attachment and life satisfaction between idolatry and perceived social support in secondary school students. Results①CAS score indicated positive correlation with scores of IPPA-R Peer Attachment Subscale， SWLS and PSSS （r=0.117， 0.097， 0.115， P<0.01）. IPPA-R score indicated positive correlation with scores of SWLS and PSSS （r=0.279， 0.421， P<0.01）. SWLS score was positively correlated with PSSS score （r=0.552， P<0.01）. ②The direct effect of idolatry on perceived social support was significant （β=0.059， P<0.05）. Both separate and chain mediating effects of peer attachment and life satisfaction between idolatry and perceived social support were significant （95% CI： 0.007~0.130， 0.004~0.054， 0.001~0.016， P<0.01）. The three effects above respectively accounted for 33.56%， 13.54% and 3.93% of the total effect. ConclusionIdolatry can affect secondary school students' perceived social support both directly and indirectly through peer attachment and life satisfaction.

What is needed to promote physical activity in a secondary school? a qualitative study / O que é necessário para promover a atividade física em uma escola de ensino médio? um estudo qualitativo / ¿qué se necesita para promover la actividad física en una escuela secundaria? un estudio cualitativo

Interventions are required to modify physical activity behaviours in adolescents, and in this regard, education-based actions seem to be effective. The aim of this study was to explore the beliefs and perceptions of the context stakeholders with respect to adolescents' health behaviours, as well as intervention programmes to gain insight into the setting where the implementation of an intervention is required. Three focus groups were created with twenty-two participants (nine adolescents, four parents, six teachers, and three local politicians). The educational context, in collaboration with the community, was perceived as a setting with high a potential for physical activity promotion. Engagement and coordination of all stakeholders were considered necessary for a tailored intervention, in addition to programme institutionalization to ensure sustainability. Multilevel intervention with a whole-school and community approach is key to increasing physical activity levels among adolescents. (AU)

São necessárias intervenções para modificar os comportamentos de atividade física dos adolescentes e, nesse sentido, as ações baseadas na educação nas escolas parecem ser eficazes. O objetivo deste estudo foi explorar as crenças e percepções das partes interessadas do contexto em relação aos comportamentos de saúde dos adolescentes, bem como aos programas de intervenção para obter uma visão do ambiente em que uma intervenção deseja ser implementada. Foram criados três grupos focais com vinte e dois participantes (nove adolescentes, quatro pais, seis professores e três políticos locais). O contexto educativo, em colaboração com a comunidade, foi percebido como um ambiente com um alto potencial para a promoção da atividade física. O compromisso e a coordenação de todas as partes interessadas foram considerados necessários para uma intervenção personalizada, bem como a institucionalização do programa para garantir a sustentabilidade. A intervenção multinível com uma abordagem de toda a escola e da comunidade é fundamental para aumentar os níveis de atividade física entre os adolescentes. (AU)

Se necesitan intervenciones para modificar los comportamientos de actividad física en adolescentes y, en este sentido, las iniciativas desde la educación parecen ser efectivas. El objetivo de este estudio fue explorar las creencias y percepciones de las partes interesadas del contexto en relación con los comportamientos de salud de los adolescentes y los programas de intervención para conocer mejor el entorno en el que se quiere aplicar una intervención. Se crearon tres grupos focales con veintidós participantes (nueve adolescentes, cuatro padres, seis docentes y tres políticos locales). El contexto educativo, en colaboración con la comunidad, fue percibido como un ambiente con un alto potencial para la promoción de la actividad física. Se consideró necesario el compromiso y la coordinación de todas las partes interesadas para una intervención personalizada, así como la institucionalización del programa para garantizar la sostenibilidad. La intervención multinivel con un enfoque de toda la escuela y la comunidad es clave para aumentar los niveles de actividad física entre los adolescentes. (AU)

JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS

Teaching is a highly noble profession and teachers are always a boon to the society. The ultimate process of education could be simpli?ed as a meaningful interaction between the teacher and the taught. The teacher thus plays a direct and crucial role in moulding a pupil towards education. Since a teacher is a role model for the students, job satisfaction and professional commitment of teachers become very vital in the ?elds of education. Thus, the researcher felt the need to investigate the job satisfaction in relation to professional commitment of secondary school teachers. An attempt was made in the present investigation is Job Satisfaction Among Secondary School Teachers. To Aim: Objective: study the differences between gender (male & female) and management (government & private) on Job Satisfaction among secondary school teachers. Sample of the present study consists of 400 teachers in Hyderabad and Ranga Reddy Sample: districts of Telangana State. Job Satisfaction scale developed by Meera Dixit (1993) was used. Results Tool: Conclusion: revealed signi?cant differences between gender (male & female) and management (government & private) with regard to Job Satisfaction.

Microbiological Assessment of Used Face Masks in Port Harcourt Secondary Schools in COVID-19 Era

Aim: This study was aimed at identifying bacterial and fungal contaminations in used face masks from different secondary schools in Port Harcourt during COVID-19 EraStudy Design: The study employs statistical analysis of the data and interpretation.Place and Duration of Study: Five Secondary Schools–Three public schools: Federal Government College Rumuokoro; Rumueme and Rumuokuta Girls’ Secondary Schools; Two Private Schools: Solid Steps and Istan Secondary Schools; all located in the city of Port-Harcourt, Nigeria. Sample collection lasted for a week and the analysis lasted for six months.Methodology: The research study was facilitated through Laboratory analysis and the use of questionnaire to get the age and sex from the school children. A total of 25 used face masks samples were collected from school children between ages of 12-18years and they were examined microbiologically. Sterile swab sticks soaked in sterile nutrient broth were employed to swab the inner surface area of the used face mask of circular diameter 10 cm. The swabbed samples were dipped and shaken in 9ml of sterile saline water for 1-3 minutes to dislodge the organisms; the mixture was then diluted through a ten-fold serial dilution, after which an aliquot of 0.1ml were inoculated unto Nutrient Agar (dilution used 10-6, incubated at 370C for 24h), Mac Conkey Agar (dilution used 10-3, incubated at 44±0.20C for 24-48h) and Sabouraud Dextrose Agar (dilution used 10-3; incubated at 370C for 5-7 days). Frequency evaluation and identification of isolates were carried out using standard microbiological techniques.Results: The entire face masks sampled were found contaminated with microorganisms. The Microbial load (Log10 CFU/cm2;) and Percentage (%) occurrence of bacterial isolates from used facemask were; Bacillus spp (6.10±2.13)(30.81) > Staphylococcus auerus (3.89±3.01)(19.57%) > Proteus spp (2.25±2.45)(11.35) > Paenibacillus spp (1.55±2.52)(7.82) > Escherichia coli (0.36±0.81)(1.82) while fungal isolates were Aspergillus spp (2.20±0.55)(11.09) > Mucor spp (2.19±0.96)(11.04) > Penicillum spp (1.29±0.61)(6.51). The contaminated used face masks with microorganism were highest in school children of ages 16-18years (72%) and the lowest occurred in children of 12-14years of age (12%).Conclusion: The presence of potential pathogen such as Staphylococcus auerus, Bacillus spp etc. are of public health significance. It is therefore recommended that crowd should be controlled in such environments with high bacterial and fungal load such as schools and COVID-19 protocols duly observed.

Interrupción, intermitencia y recorte de la asistencia en la escuela secundaria / Interruption, intermittence and reduction of attendance of classes in secondary school / Interrupção, intermitente e corte de frequência às aulas no ensino médio

Resumen (analítico) El propósito de este artículo es describir los procesos discontinuos que atraviesan las experiencias escolares de los/as jóvenes en relación con la asistencia escolar en una escuela secundaria técnica de la ciudad de Rosario (Argentina). Problemática que ha cobrado un renovado interés público y académico a partir de la sanción de la obligatoriedad de la educación secundaria. El estudio fue realizado desde un enfoque socioantropológico que recupera la tradición etnográfica de la antropología desde una perspectiva crítica. Se advierte que los procesos discontinuos identificados pueden favorecer la interrupción de la escolarización, es decir, el alejamiento de la escuela durante un período más o menos prolongado de tiempo. Pero, aunque no es total, esa lógica de discontinuidad también atraviesa las experiencias de quienes continúan cursando.

Abstract (analytical) The purpose of this article is to describe the discontinuous processes that affect the school experiences of young people in relation to their attendance at a technical secondary school in the city of Rosario (Argentina). This problem has gained renewed public and academic interest due to the obligation of compulsory secondary education. The study was carried out using a socio-anthropological approach, drawing on the ethnographic tradition of Anthropology based on a critical perspective. The discontinuous educational processes that were identified can contribute to the interruption of schooling, specifically when students do not attend school for a prolonged period of time. This logic of discontinuity also crosses the experiences of those who continue with their studies.

Resumo (analítico) O objetivo deste artigo é descrever os processos descontínuos que atravessam as experiências escolares dos jovens em relação à frequência escolar em uma escola técnica secundária na cidade de Rosario (Argentina). Problema que assume um renovado interesse público e académico com a sanção da obrigatoriedade do ensino secundário. O estudo foi realizado a partir de uma abordagem socioantropológica que recupera a tradição etnográfica da antropologia de uma perspectiva crítica. Notase que os processos descontínuos identificados podem acabar favorecendo a interrupção da escolaridade, ou seja, a retirada da escola por um período mais ou menos prolongado. Mas, embora não seja total, notamos que essa lógica da des-continuidade também atravessa as experiências daqueles que continuam estudando.

Relación docente-estudiante y compromiso escolar: percepción de estudiantes secundarios con necesidades educativas especiales / Teacher-student relationship and student engagement: perceptions of secondary students with special educational needs / Relação professor-aluno e compromisso escolar: percepção de jovens com necessidades educacionais especiais

Resumen (analítico) Investigaciones previas sostienen que la relación docente-estudiante es un factor relevante para el compromiso escolar y rendimiento académico. Sin embargo, su impacto ha sido poco explorado en estudiantes con necesidades educativas especiales. Este estudio examina la influencia de la relación docente-estudiante en el compromiso escolar según la percepción de estudiantes de primer año medio con necesidades educativas especiales de una Región de Chile. Se realizó un estudio cualitativo, de tipo fenomenológico y de alcance descriptivo-analítico. Se desarrollaron diez entrevistas en profundidad a estudiantes con necesidades educativas especiales, las que se analizaron mediante el método de comparación constante de la teoría fundamentada. Los resultados revelan el rol clave de los/as docentes en el compromiso escolar a través de la satisfacción de las necesidades de vinculación y competencia de sus estudiantes, pero no de su autonomía.

Abstract (analytical) The results of existing research studies show that the teacher-student relationship is a relevant factor that affects academic engagement and school performance. However, there is limited evidence of its impact on students with special educational needs. This study examines the influence of the teacher-student relationship on school engagement based on the perceptions of students with special educational needs in their first year of high school education in Chile. The study used a qualitative, phenomenological, and descriptive-analytical design. A total of ten indepth interviews were conducted with students with special educational needs. The data was analysed using the methodological guidelines of grounded theory. The results highlight the key role of teachers in academic engagement by satisfying students' psychological needs in the areas of connection and competence, but not satisfying students' need for autonomy.

Resumo (analítico) Pesquisas anteriores afirmam que a relação professor-aluno é um fator relevante para o engajamento e desempenho acadêmico. No entanto, seu impacto tem sido pouco explorado em alunos com necessidades educacionais especiais. Este estudo examina a influência da relação professor-aluno no compromisso escolar segundo a percepção dos alunos com alunos com necessidades educacionais especiais do primeiro ano do ensino médio, da Chile. O desenho foi qualitativo, fenomenológico, descritivo-analítico em escopo. Foram realizadas 10 entrevistas em profundidade com alunos com necessidades educacionais especiais. Os dados foram analisados segundo as diretrizes metodológicas da teoria fundamentada nos dados. Os resultados apontam para o papel fundamental do professor no comprometimento escolar, por meio da satisfação das necessidades de vinculação e competência de seus alunos, mas não de sua autonomia.

«Somos estudiantes del campo¼: identificaciones de jóvenes rurales en Entre Ríos (Argentina) / «We are students of the countryside¼. Identities and identifications of rural youth in Entre Ríos (Argentina) / «Somos estudantes de campo¼. Identificações de jovens rurais em Entre Ríos (Argentina)

Resumen (analítico) La extensión de la escolaridad en Argentina y la creación de escuelas secundarias en el campo ha significado transformaciones en el espacio rural y las juventudes rurales. A partir de una investigación realizada desde el enfoque histórico-etnográfico en el norte de la provincia de Entre Ríos, advertimos que la escuela secundaria es el espacio privilegiado de sociabilidad de las y los jóvenes y nos centramos en la Fiesta del Estudiante Rural para comprender los procesos de identificación de estas juventudes. La condición de juventud y la condición de estudiante están estrechamente implicadas en el espacio rural y las y los jóvenes construyen identificaciones por oposición a sus pares urbanos y en relación con el campo, entendido en tanto paisaje natural escindido de las actividades productivas y laborales de la ruralidad.

Abstract (analytical) he rollout of public education across the country in Argentina and the building of secondary schools in the countryside generated transformations for rural areas and rural youth. This study uses a historical-ethnographic approach to conduct research in the northern area of the province of Entre Ríos. The authors identified that secondary school is a privileged space for the social development of young people, focusing on the Rural Student Festival to understand these youth identities. The youth condition and the student condition are closely linked to rural areas. Rural young people construct identifications that are in opposition to urban students and aligned with the countryside, which they understand as a natural landscape that is unrelated to agricultural and labor activities.

Resumo (analítico) A extensão da escolaridade na Argentina e a criação de escolas secundárias no campo geraram transformações no meio rural e na juventude rural. A partir de uma investigação realizada a partir de uma abordagem histórico-etnográfica no norte da província de Entre Ríos, afirmamos que o ensino médio é o espaço privilegiado de sociabilidade dos jovens e nos concentramos no Festival do Estudante Rural para compreender as identidades destes jovens. A condição de jovem e a condição de estudante estão intimamente envolvidas no meio rural e os jovens constroem identificações em oposição aos estudantes urbanos e em relação ao campo, entendido como paisagem natural alheia às atividades produtivas e laborais do campo.

A Cross Sectional Study to Estimate Occupational Stress among Higher Secondary School Teachers in Thalassery, Kerala

Background: Changing norms have overburdened the educators. Our study aims to assess the levels of occupational stress among higher secondary school teachers and demographic, academic characteristics and relevant factors influencing it. Methodology: Cross sectional study was conducted in Thalassery block of Kannur district, Kerala. The block comprised of 38 schools with 516 teachers. Overall, 484 teachers participated in the study. Modified 慚anual for teacher抯 occupational stress scale� questionnaire was used. Results were analyzed using Chi square test, 憈� test and one way ANOVA. Results: Males were 155 (32%) and females were 329 (68%). The mean age was 40.6 years. Four-fifth (81%) were from government and one-fifth (19%) were from private schools. Majority, 268 (55%), of teachers were found to have mild occupational stress. While, 171 (35%) had moderate stress and 45 (9%) had severe occupational stress. Stress was linked to vast syllabus, time constraint, outside interference, students� behavior, poor infrastructure and favoritism from authorities. Increased teaching experience and rising position in school were significantly associated with stress. Conclusion: All higher secondary school teachers in Thalaserry block of Kannur, Kerala felt occupational stress. Majority (55%) had mild stress, 35% had endured moderate and 9% suffered severe stress.

CREATIVITY OF SECONDARY SCHOOL STUDENTS

The world is defined by the innovations and exploration of nature to the maximum extent by the inquisitiveness of man. Creativity is the act of generating novel solutions to critical problems or redefining things in a new way, generating new ideas, exploring new avenues, and making discoveries or inventions that make life comfortable and luxurious. An attempt has been made by the investigator to analyze the Verbal Creativity of students. Aim: The aim of the study is to assess the creativity of secondary school students. Objective: The objective is to study the differences between gender, locality, and class of study on the creativity of secondary school students. Sample: The sample of the present study consists of 600 high school students in the erstwhile Warangal district of Telangana state. Tool: The creativity battery test developed and standardized by Baqer Mehdi (2019) was administered. Conclusion: Results revealed the significant difference between gender, locality, and class of study with regard to the creativity of secondary school students.

Status of the poor vision among primary and secondary school students in a division of Xinjiang Production and Construction Corps and analysis of the influencing factors / 国际眼科杂志(Guoji Yanke Zazhi)

AIM: To understand the status of poor vision and analyze the main influencing factors among primary and secondary school students in a division of the Xinjiang Production and Construction Corps, and provide a scientific basis for prevention and control of poor vision.METHODS: A total of 12 primary and secondary schools in a divisional urban district and regiment field of the Xinjiang Production and Construction Corps were chosen using stratified cluster random sampling from August to October 2020. A total of 2 982 primary and secondary school students were selected for visual inspections and questionnaires. Logistic regression analysis was used to explore the influencing factors of poor vision.RESULTS: The rate of poor vision was 65.66% among 2 982 primary and secondary school students in the division of the Xinjiang Production and Construction Corps, with the majority severe poor vision. Furthermore, the rates of poor vision were higher in girls(70.17%)than that in boys(61.47%)(χ2=4.993, P<0.001)and the urban area(70.03%)were higher than the rural area(58.96%)(χ2=38.680, P<0.001)and the Han nationality students(66.83%)were higher than Uyghur students(52.82%)(χ2=19.772, P<0.001). The risk of poor vision increased with age(χ2trend =300.144, P<0.001), and by the age group ≥18 years old, the rate of poor vision reached 80.47%. The results of the multivariate analysis showed that the women, the age≥13 years old, writing and reading duration every day ≥2h, cram school on weekends and presence of myopia in parents increases the risk of poor vision, increase the outdoor exercise time, sleep time ≥8h, and do eye exercises every day can reduce the occurrence of poor vision.CONCLUSION: Poor vision rate of primary and secondary school students in the division of the Xinjiang Production and Construction Corps is higher than that of many regions in the country. Girls with the age(≥13 years old)whose parents are myopic should receive special attention. Increasing outdoor exercise time, doing eye exercises every day, and keeping your eyes more than one foot away from books when reading and writing is effective in preventing poor vision.

Differences and causes of myopia among students in different stages in the same region in Xi'an / 国际眼科杂志(Guoji Yanke Zazhi)

AIM: To gather baseline data on visual acuity by screening students from different stages in the same administrative district of Xi'an, as well as to analyze and investigate disparities in myopia rates among students from different stages in this area.METHODS: A total of 13 707 students from 21 elementary schools, 3 middle schools, 3 general high schools and 1 vocational high school were randomly selected for uncorrected distance visual acuity and computerized refraction testing in 28 schools with a random sampling approach.RESULTS: The detection rate of myopia in elementary, middle, high and vocational high schools in the same region of Xi'an were 32.27%, 72.07%, 81.22% and 65.12%, respectively; The total myopia rate of students was 47.81%; The myopia rate of girls was higher than that of boys in all grades; The myopia rates of elementary and middle schools increased with the growth of grades; The percentage of high myopia increased from 2.40% in elementary schools to 16.51% in high schools with the growth of grades.CONCLUSION: The myopia rate in different stages of the same region is different, and it tends to rise with the gronth of grades; Girls have a higher myopia rate than boys; Compared to the results of the national survey on myopia in different grades of children and adolescents in 2018, the myopia rate in the same region has decreased significantly in 2021 of the elementary school level, although myopia rate of middle school and high school stage do not rise, the decline is not obvious.

Abordagem do Guia Alimentar para a População Brasileira em livros de ciências do ensino fundamental / Approach of the Dietary Guidelines for the Brazilian Population in elementary school science books

Objetivo: Analisar a abordagem do conteúdo do Guia Alimentar para a População Brasileira em livros de ciências do ensino fundamental. Métodos: Realizou-se um estudo transversal descritivo. Foram analisados os 13 livros de ciências do 8º ano das coleções aprovadas pelo Ministério da Educação para serem usadas no triênio 2017 a 2019. Mediante a leitura dos capítulos que abordavam a alimentação e nutrição, foi identificada a presença de conteúdos relacionados à temática dos dez passos para uma alimentação adequada e saudável do Guia Alimentar, à menção ao Guia e à pirâmide alimentar. A partir dos conteúdos identificados, os dados foram submetidos à análise estatística descritiva e foram categorizados de acordo com os sentidos identificados na perspectiva da alimentação adequada e saudável. Resultados: Todas as temáticas foram identificadas nos livros, as relacionadas ao consumo de alimentos naturais, ultraprocessados e ingredientes culinários estiveram presentes em todos. O tema da comensalidade foi frequente, mas pontual, e os demais que podem estimular a adoção de uma alimentação adequada e saudável foram pouco explorados. Foram identificadas poucas menções ao Guia e ampla citação à pirâmide alimentar. Observou-se uma tendência dos livros de manter o enfoque biológico na abordagem da alimentação. Conclusões: Evidenciou-se a presença de conteúdos do Guia Alimentar nos livros de ciências, porém na abordagem predominou a perspectiva do racionalismo nutricional. Verificou-se a necessidade de revisão dos conteúdos para melhor difusão do conceito ampliado de alimentação e nutrição, o que pode viabilizar a inserção da Educação Alimentar e Nutricional no ambiente escolar. (AU)

Objective: To analyze the approach to the content of the Dietary Guidelines for the Brazilian Population in elementary school science books. Methods: A descriptive cross-sectional study was carried out. The 13 science books of the 8th year of the collections approved by the Ministry of Education were analyzed for use from 2017 to 2019. By reading the chapters that addressed food and nutrition, content related to the theme of the Ten Steps for an Adequate and Healthy Diet in the Dietary Guidelines, mention of the Guidelines and the food pyramid was identified. From the contents identified, the data were subjected to descriptive statistical analysis and were categorized according to the directions identified in the perspective of adequate and healthy diet. Results: All themes were identified in the books, those related to the consumption of natural, ultra-processed foods and culinary ingredients were present in all. The topic of commensality was frequent, but punctual, and the others that can encourage the adoption of an adequate and healthy diet were little explored. Few mentions of the Guidelines and a wide mention of the food pyramid were identified. There was a tendency in books to maintain the biological focus on the approach to food. Conclusions: The presence of contents of the Dietary Guidelines in science books was evidenced, however in the approach the perspective of nutritional rationalism predominated. There was a need to revise the contents to better disseminate the expanded concept of food and nutrition, which can enable the insertion of Food and Nutrition Education in the school environment. (AU)

La educación física desde la perspectiva de los estudiantes: un estudio de caso / Physical education class from a perspective of students: a case study

RESUMEN. La percepción de los estudiantes hacia la clase de Educación Física es de suma importancia para entender cómo mejorarla y lo que representa para ellos. En esta investigación se analizaron las percepciones de los estudiantes frente a la clase, sus preferencias, la importancia que le otorgan y el papel que juega el profesor en su gusto por la Educación Física. La metodología de la investigación fue cualitativa, específicamente un estudio de caso. Se utilizaron como estrategias de recolección de información el cuestionario y el buzón. La investigación se llevó a cabo en una institución educativa público-privada de Medellín (Colombia), con la participación de 43 estudiantes de décimo grado (15 y 17 años). Entre los principales hallazgos surgió que a la mayoría de los estudiantes les gusta la clase de Educación Física. Destacan su gusto por clases lúdicas y dinámicas con contenidos deportivos. Entre lo que más les gusta del profesor son sus cualidades: respetuoso, responsable, estricto y amable. Finalmente, le atribuyen la mejora de la salud, el estado físico, el conocimiento y funcionamiento de su propio cuerpo como los fines principales de la clase de Educación Física.

ABSTRACT. the class will improve and what it represents for them. In this research, it was analyzed the perceptions and preferences of students about their classes, the importance they give to Physical Education and the role that the teacher has in their liking for it. The research methodology was qualitative, specifically a case study. The questionnaire and the mailbox were used as information gathering strategies. The research was carried out in a public-private high school in Medellín (Colombia) with 43 students between 15 and 17 years old. Among the main findings, it was found that the majority of students like Physical Education class. They like playful and dynamic classes with sports content stands out. Among what they like most about the teacher are his qualities: respectful, responsible, strict and kind. Finally, students attribute to class the improvement of health, physical condition, knowledge and functioning of their own body as the main purposes of the Physical Education class.

Fruit and vegetable intake among overweight and obese school children: A cluster randomised control trial

@#Introduction: Adequate daily intake of fruits and vegetables is crucial for the prevention of chronic diseases. This study aimed to determine the effects of My Body is Fit and Fabulous at School (MyBFF@school) with nutrition education intervention (NEI) on the stages of change for fruit and vegetable intake among overweight and obese secondary school children based on the trans-theoretical model (TTM). Methods: This was a cluster randomised controlled trial involving 15 out of 415 eligible government secondary schools in central Peninsular Malaysia, which were randomly assigned into intervention (six schools; 579 school children) and control (nine schools; 462 school children). The intervention group was given NEI for 24 weeks, while the control group followed the existing school programme by the Ministry of Education. Results: There was no significant difference between the intervention and control groups for the stages of change, with majority at the maintenance stage after six months (intervention: 34.9%; control: 39.0%). The within group analysis showed a significant reduction after six months for those at the action stage (action and maintenance stage) from 68.0% to 60.4% in the intervention group and from 71.4% to 65.6% in the control group. However, there was a significant increase among those with adequate fruit and vegetable intake in the intervention group and no significant increase in the control group. Conclusion: MyBFF@school with NEI based on TTM provided acceptable changes in fruit and vegetable intake among overweight and obese secondary school children.

Influencing factors for abnormality of the angle of trunk rotation in primary and secondary school students / 预防医学

Objective@#To explore the influencing factors for the primary and secondary school students with abnormal angle of trunk rotation for the prevention.@*Methods@#The students of Grade Four to Nine in Jiashan County of Zhejiang Province were selected by cluster sampling method. A self-designed questionnaire was used to collect social demographic data, diet behaviors, physical activities, reading and writing habits. The angle of trunk rotation was measured by scoliometer. Logistic regression model was used to investigate the influencing factors for abnormal angle of trunk rotation. @*Results@#This study included 2 942 schoolchildren, with 1 582 ( 53.78% ) boys and 1 360 ( 46.23% ) girls. The incidence rate of abnormal angle of trunk rotation was 7.82%. The incidence rate of abnormal angle of trunk rotation in girls was 10.74%, which was higher than 5.31% in boys ( P<0.05 ). Grade ( OR=1.485, 95%CI: 1.058-2.085 ), gender ( OR=2.084, 95%CI: 1.536-2.828 ), frequency of eating fresh vegetables in the past week ( OR=0.749, 95%CI: 0.633-0.887 ) and watching electronic screen in the dark ( OR=1.188, 95%CI: 1.002-1.408 ) were the influencing factors for abnormal angle of trunk rotation in primary and secondary school students. Grade ( OR=2.664, 95%CI: 1.481-4.791 ) and watching electronic screen in the dark ( OR=1.325, 95%CI: 1.030-1.704 ) were influencing factors for abnormal angle of trunk rotation in boys. Frequency of eating fresh vegetables in the past week ( OR=0.714, 95%CI: 0.574-0.887 ) and uncorrected eyesight less than 5.0 ( OR=1.795, 95%CI: 1.164-2.767 ) were influencing factors for abnormal angle of trunk rotation in girls. @*Conclusion@#The abnormal angle of trunk rotation in primary and secondary school students is related to gender, grade, reading and writing behaviors as well as diets; and the influencing factors are different in male and female students.