Résumé
Este estudio, tuvo como finalidad, determinar la relación entre Estilos de crianza y Conductas agresivas en Estudiantes de Secundaria del Centro Poblado Samán, 2023. Por tal manera, este estudio fue de tipo cuantitativo, diseño no experimental, corte transversal- correlacional. Además, se usaron para la recopilación de la información, los instrumentos de, Escala de Estilos de crianza de Steinberg, adaptado por Merino y Arndt y Cuestionario de Agresión de Buss y Perry, adaptado por Matalinares, Yaringaño, Uceda, Fernández, Huari Campos y Villavicencio. Para lo cual, la muestra de este estudio estuvo conformada por 160 alumnos de ambos sexos. Para el análisis de los datos se usó del programa Paquete Estadístico para las Ciencias Sociales, mediante ello, se obtuvo como resultado una relación significativa, moderada e inversa (Spearman =-0.638, significancia <0.05) entre las dos variables de estudio. Por tal sentido, a medida que el estilo de crianza baja, la tendencia a manifestar conductas agresivas aumenta. Basándose en los resultados, se concluye, la forma en cómo los progenitores interactúen con sus hijos, esto desarrollará su comportamiento. Por ello, en los sujetos que sus progenitores han desarrollado autonomía, interés en sus actividades, supervisión de la conducta y además emplean una comunicación empática en los reglamentos, habrá menor posibilidad de que estos presenten agresivas conductas. Al contrario, los individuos con poca supervisión, falta de atención por parte de sus padres, y la falta de asertividad de sus cuidadores, habrá mayor posibilidad de que estos expresen conductas agresivas.
The purpose of this study was to determine the relationship between Parenting Styles and Aggressive Behaviors in High School Students of the Samán Population Center, 2023. Therefore, this study was quantitative, non-experimental, cross-sectional-correlational design. In addition, the Steinberg Parenting Styles Scale, adapted by Merino and Arndt, and the Buss and Perry Aggression Questionnaire, adapted by Matalinares, Yaringaño, Uceda, Fernández, Huari Campos and Villavicencio, were used to collect information. For this reason, the sample of this study was made up of 160 students of both sexes. To analyze the data, the Statistical Package for Social Sciences program was used, resulting in a significant, moderate and inverse relationship (Spearman =-0.638, significance <0.05) between the two study variables. Therefore, as the parenting style decreases, the tendency to manifest aggressive behaviors increases. Based on the results, it is concluded that the way parents interact with their children will develop their behavior. Therefore, in subjects whose parents have developed autonomy, interest in their activities, behavioral supervision and also use empathetic communication in regulations, there will be less possibility of them presenting aggressive behaviors. On the contrary, individuals with little supervision, lack of attention from their parents, and lack of assertiveness from their caregivers will be more likely to express aggressive behaviors.
O objetivo deste estudo foi determinar a relação entre estilos parentais e comportamentos agressivos em estudantes do ensino médio do Centro Populacional Samán, 2023. Portanto, este estudo teve um desenho quantitativo, não experimental, transversal e correlacional. Além disso, foram utilizadas para coletar informações a Escala de Estilos Parentais de Steinberg, adaptada por Merino e Arndt, e o Questionário de Agressão de Buss e Perry, adaptado por Matalinares, Yaringaño, Uceda, Fernández, Huari Campos e Villavicencio. Por esse motivo, a amostra deste estudo foi composta por 160 estudantes de ambos os sexos. Para análise dos dados foi utilizado o programa Statistical Package for Social Sciences, resultando em relação significativa, moderada e inversa (Spearman =-0,638, significância <0,05) entre as duas variáveis do estudo. Portanto, à medida que o estilo parental diminui, aumenta a tendência para manifestar comportamentos agressivos. Com base nos resultados conclui-se que a forma como os pais interagem com os filhos irá desenvolver o seu comportamento. Portanto, em sujeitos cujos pais desenvolveram autonomia, interesse em suas atividades, supervisão comportamental e também utilizam comunicação empática nas regulamentações, haverá menor possibilidade de apresentarem comportamentos agressivos. Pelo contrário, indivíduos com pouca supervisão, falta de atenção dos pais e falta de assertividade dos cuidadores terão maior probabilidade de expressar comportamentos agressivos.
Sujets)
Analyse de données , Enquêtes et questionnairesRésumé
El aislamiento social y el confinamiento forzado debido a la pandemia tuvo graves efectos en la salud mental de los estudiantes, que se manifestó cómo ansiedad y estrés. Objetivo. La investigación tuvo como propósito analizar los niveles de ansiedad en estudiantes de secundaria. Metodología. La búsqueda de información se realizó en las bases de datos Scopus y Ebsco, utilizando las ecuaciones: "Anxiety AND High school students", "Trait Anxiety AND High school students", "State anxiety AND High school students"; la información recabada se almacenó en la bandeja de Mendeley; dicha información fue analizada por títulos, resumen, palabras clave, resultados y conclusiones. El análisis de la información encriptada en Mendeley contó con 35 artículos, de los cuales 30 fueron cuantitativos y 5 cualitativos; además, el análisis por países demostró que las investigaciones sobre este tópico se realizaron con mayor énfasis en Brasil (6), en España (4) y en EE.UU. (4). El análisis de los aportes evidenció que la carencia de aparatos tecnológicos y el cambio de una educación presencial a otra virtual tuvo consecuencias inusuales de estrés y ansiedad en estudiantes y docentes. Además, se observó incremento en la agresividad, problemas en la salud mental, insomnio, pérdida del apetito entre otros. Conclusión. El confinamiento social y los cambios abruptos en la educación generaron en los agentes educativos trastornos en la salud mental y emocional.
Social isolation and forced confinement due to the pandemic had serious effects on students' mental health, which manifested as anxiety and stress. Objective. The purpose of the research was to analyze the levels of anxiety in high school students. Methodology: The information search was carried out in the Scopus and Ebsco databases, using the equations: "Anxiety AND High School Students", "Trait Anxiety AND High School Students", "State Anxiety AND High School Students"; the information collected was stored in the Mendeley tray; Said information was analyzed by titles, abstract, keywords, results and conclusions. The analysis of the encrypted information in Mendeley included 35 articles, of which 30 were quantitative and 5 qualitative; In addition, the analysis by countries disappeared because the research on this topic was carried out with greater emphasis in Brazil (6), in Spain (4) and in the US (4). The analysis of the contributions shows that the lack of technological devices and the change from face-to-face education to a virtual one had unusual consequences of stress and anxiety in students and teachers. In addition, an increase in aggressiveness, mental health problems, insomnia, loss of appetite, among others, was demonstrated. Conclusion: Social confinement and abrupt changes in education generate mental and emotional health disorders in educational agents.
O isolamento social e o confinamento forçado devido à pandemia tiveram efeitos graves na saúde mental dos estudantes, que se manifestaram sob a forma de ansiedade e stress. Objetivo: O objetivo da pesquisa foi analisar os níveis de ansiedade em estudantes do ensino médio. Metodologia. A busca de informações foi realizada nas bases de dados Scopus e Ebsco, utilizando as equações: "Ansiedade AND Estudantes do Ensino Médio", "Ansiedade Traço AND Estudantes do Ensino Médio", "Ansiedade Estado AND Estudantes do Ensino Médio"; as informações coletadas foram armazenadas na bandeja do Mendeley; Essas informações foram analisadas por títulos, resumo, palavras-chave, resultados e conclusões. A análise das informações criptografadas no Mendeley teve 35 artigos, sendo 30 quantitativos e 5 qualitativos; Além disso, a análise por país mostrou que as pesquisas sobre o tema foram realizadas com maior ênfase no Brasil (6), na Espanha (4) e nos Estados Unidos (4). A análise das contribuições mostrou que a falta de aparatos tecnológicos e a mudança do ensino presencial para o virtual tiveram consequências inusitadas de estresse e ansiedade em alunos e professores. Além disso, foi observado aumento da agressividade, problemas de saúde mental, insônia, perda de apetite, entre outros. Conclusão. O confinamento social e as mudanças bruscas na educação geraram transtornos de saúde mental e emocional nos agentes educacionais.
Sujets)
Humains , Revue de la littératureRésumé
O objetivo do estudo foi analisar a percepção dos alunos do Ensino Médio em relação às lutas enquanto unidade temática nas aulas de Educação Física. Para tanto, a pesquisa se caracterizou como de natureza aplicada, do tipo descritiva, com a participação de 17 alunos do Ensino Médio. A pesquisa foi realizada em dois momentos, sendo o pri-meiro referente ao desenvolvimento de uma intervenção pedagógica do conteúdo de lutas, e o segundo a partir da aplicação de um questionário. Os resultados apontaram que 82% dos participantes usufruíram de uma prática positiva e prazerosa e 94% dos participantes afirmaram ausência de violência. Assim, compreende-se que as lutas na escola se configuram como um mediador na transformação das apreciações de concepções pelos participantes.
The aim of the study was to analyze the perception of high school students in relation to martial arts as a content in Physical Education classes. Therefore, the research was characterized as being of an applied nature, of the descriptive type, with the participation of 17 high school students. The research was carried out in two moments, the first one referring to the development of a pedagogical intervention on the content of martial arts, and the second one based on the application of a questionnaire. The results showed that 82% of the participants en-joyed a positive and pleasant practice and 94% of the participants stated that there was no violence in the classes. Thus, it is understood that the development of martial arts at school was configured as a mediator in the transformation of the appreciation of conceptions by the participants.
El objetivo del estudio fue analizar la percepción de los estu-diantes de secundaria en relación a las peleas como unidad temática en las clases de Educación Física. Por lo tanto, la investigación se caracterizó por ser de carácter aplicada, de tipo descriptiva, con la participación de 17 estudiantes de secundaria. La investigación se realizó en dos momen-tos, el primero referido al desarrollo de una intervención pedagógica so-bre el contenido de las peleas, y el segundo a partir de la aplicación de un cuestionario. Los resultados mostraron que el 82% de los participantes disfrutaron de una práctica positiva y agradable y el 94% de los participantes afirmó que no hubo violencia en las clases. Así, se entiende que el desarrollo de las luchas en la escuela se configuró como un mediador en la transformación de la apreciación de las concepciones por parte de los participantes.
Résumé
O objetivo do estudo foi analisar a percepção dos alunos do Ensino Médio em relação às lutas enquanto unidade temática nas aulas de Educação Física. Para tanto, a pesquisa se caracterizou como de natureza aplicada, do tipo descritiva, com a participação de 17 alunos do Ensino Médio. A pesquisa foi realizada em dois momentos, sendo o primeiro referente ao desenvolvimento de uma intervenção pedagógica do conteúdo de lutas, e o segundo a partir da aplicação de um questionário. Os resultados apontaram que 82% dos participantes usufruíram de uma prática positiva e prazerosa e 94% dos participantes afirmaram ausência de violência. Assim, compreende-se que as lutas na escola se configuram como um mediador na transformação das apreciações de concepções pelos participantes (AU).
The aim of the study was to analyze the perception of high school students in relation to martial arts as a content in Physical Education classes. Therefore, the research was characterized as being of an applied nature, of the descriptive type, with the participation of 17 high school students. The research was carried out in two moments, the first one referring to the development of a pedagogical intervention on the content of martial arts, and the second one based on the application of a questionnaire. The results showed that 82% of the participants en-joyed a positive and pleasant practice and 94% of the participants stated that there was no violence in the classes. Thus, it is understood that the development of martial arts at school was configured as a mediator in the transformation of the appreciation of conceptions by the participants (AU).
El objetivo del estudio fue analizar la percepción de los estu-diantes de secundaria en relación a las peleas como unidad temática en las clases de Educación Física. Por lo tanto, la investigación se caracterizó por ser de carácter aplicada, de tipo descriptiva, con la participación de 17 estudiantes de secundaria. La investigación se realizó en dos momen-tos, el primero referido al desarrollo de una intervención pedagógica so-bre el contenido de las peleas, y el segundo a partir de la aplicación de un cuestionario. Los resultados mostraron que el 82% de los participantes disfrutaron de una práctica positiva y agradable y el 94% de los pantes afirmó que no hubo violencia en las clases. Así, se entiende que el desarrollo de las luchas en la escuela se configuró como un mediador en la transformación de la apreciación de las concepciones por parte de los participantes (AU).
Sujets)
Humains , Mâle , Femelle , Arts martiaux/enseignement et éducation , EnseignementRésumé
Objective:To explore the relationship between peer neglect and cyberbullying perpetration among middle and high school students.Methods:Totally 1 549 adolescents from a middle and a high school in Hebei province were selected.They were assessed twice with the peer neglect sub-scale ofthe Ostracism Experience Scale for Adolescents and Cyberbullying Behavior Questionnaire for evaluating peer neglect and cyberbullying behavior at an interval of 7 months(T1 and T2).AMOS 23.0 was used for cross-lagged regression analysis.Results:The scores of peer neglect were(1.9±0.8)in T1 and(2.1±0.8)in T2.The scores of cyberbullying perpetration were(1.3±0.3)in T1 and(1.3±0.4)in T2.Peer neglect scores were positively related to cyberbullying perpetration scores both in T1 and T2(T1,r=0.12,P＜0.01;T2,r=0.14,P＜0.01).T1 cyberbullying perpetration scores were positively related to T2 peer neglect scores(β=0.15,P＜0.01),but the relation between T1 peer neglect scores and T2 cyberbullying perpetration scores was not significant(β=0.01,P＞0.5).Conclusion:It suggests that cyberbullying perpetration may positively predict peer neglect in middle and high school students.
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Objective@#To investigate the use of e-cigarette and analyze its influencing factors among high school students in Wuhan City, so as to provide insights into developing control measures for adolescents.@*Methods@#From September to November 2019, high school students in Wuhan City were selected by the multi-stage stratified cluster random sampling method, and basic information, e-cigarette use and second-hand smoke exposure were collected through questionnaire surveys. Proportions of e-cigarette current use and attempt to use were analyzed, and factors affecting the current use of e-cigarettes were identified using a multivariable logistic regression model.@*Results@#Totally 5 700 questionnaires were allocated, and 5 602 valid questionnaires were recovered, with an effective rate of 98.28%. The respondents included 2 925 males (52.21%) and 2 677 females (47.79%); 4 033 high school students (71.99%) and 1 569 vocational high school students (28.01%). The proportion of attempt to use e-cigarettes was 9.23%, and the proportion of current e-cigarette use was 2.03%. Multivariable logistic regression analysis identified male (OR=2.112, 95%CI: 1.285-3.471), vocational high school (OR=1.967, 95%CI: 1.214-3.186), private high school (OR=9.684, 95%CI: 5.648-16.605), family second-hand smoke exposure (OR=3.064, 95%CI: 1.741-5.392), second-hand smoke exposure in public places (OR=4.402, 95%CI: 1.687-11.484) and having close friends who were smokers (OR=6.432, 95%CI: 3.219-12.852) as factors affecting current e-cigarette use among high school students.@*Conclusions@#The proportion of current e-cigarette use among high school students in Wuhan City was 2.03%. Male, vocational high school, private high school, second-hand smoke exposure and having close friends who were smokers may be promoting factors for e-cigarette use.
Résumé
O estudo objetivou analisar o modo como os atos de currículo da Educação Física legitimam as práticas corporais no âmbito de 3 escolas de Ensino Médio de Simão Dias (SE) e as identidades projetadas. Para tanto, os respectivos projetos político-pedagógicos e planos de ensino do componente foram submetidos à análise de conteúdo. Notamos que as limitações dos espaços físicos condicionam a vivência de práticas corporais legitimadas na escola. Percebemos forte influência dos Parâmetros Curriculares Nacionais do Ensino Fundamental na organização do trabalho pedagógico e a vivência exaustiva dos esportes euro-estadunidenses. Fatores que parecem contribuir para a legitimação de determinadas práticas corporais em detrimento de outras tantas. O que também pode impactar nas identidades culturais e a forma com que os estudantes se relacionam com as diferentes manifestações.
The study aimed to analyze the way in which Physical Education curriculum acts legitimize bodily practices within 3 high schools in Simão Dias (SE) and the projected identities. To this end, the respective political-pedagogical projects and teaching plans for the component were subjected to content analysis. We note that the limitations of physical spaces condition the experience of legitimized bodily practices at school. We noticed a strong influence of the National Curricular Parameters for Elementary Education in the organization of pedagogical work and the exhaustive experience of Euro-American sports. Factors that seem to contribute to the legitimization of certain bodily practices to the detriment of many others. This can also impact cultural identities and the way students relate to different manifestations.
El estudio tuvo como objetivo analizar la forma en que los actos curriculares de Educación Física legitiman las prácticas corporales en 3 escuelas secundarias de Simão Dias (SE) y las identidades proyectadas. Para ello, se sometieron a análisis de contenido los respectivos proyectos político- pedagógicos y planes docentes del componente. Observamos que las limitaciones de los espacios físicos condicionan la experiencia de prácticas corporales legitimadas en la escuela. Notamos una fuerte influencia de los Parámetros Curriculares Nacionales para la Educación Primaria en la organización del trabajo pedagógico y la experiencia exhaustiva del deporte euroamericano. Factores que parecen contribuir a la legitimación de determinadas prácticas corporales en detrimento de muchas otras. Esto también puede afectar las identidades culturales y la forma en que los estudiantes se relacionan con las diferentes manifestaciones.
Résumé
Objetivoaplicar metodologias práticas de biologia no ensino médio em escola estadual de Feira de Santana do período noturno, utilizando a biotecnologia com intuito de proporcionar novas experiências didáticas para jovens e adultos. Método: A abordagem metodológica é de modo qualitativo e descritivo através de relato de experiência, com aplicação de aula prática com materiais de baixo custo sobre a extração de DNA.Resultados: Com relação às dificuldades enfrentadas na Educação Básica, esta forma de metodologia do trabalho realizado mostrou-se produtiva, uma vez que possibilitou um espaço para discussão e troca de experiências dos alunos associando com seu cotidiano. Conclusão: Esta pesquisa mostrou que o uso desta abordagem didática facilitou o entendimento dos conteúdos trabalhados e do diálogo aluno-professor, evidenciando-a como uma ótima ferramenta para ser trabalhada na sala de aula
Objective: to apply practical biology methodologies in high school at a state school in Feira de Santana at night, using biotechnology with the aim of providing new teaching experiences for young people and adults. Methods:The methodological approach is qualitative and descriptive through experience reports, with the application of practical classes with low-cost materials on DNA extraction. Results: In relation to the difficulties faced in Basic Education, this form of work methodology proved to be productive, as itprovided a space for discussion and exchange of students' experiences associated with their daily lives. Conclusion:This research showed that the use of this didactic approach facilitated the understanding of the content covered and the student-teacher dialogue, highlighting it as a great tool to be used in the classroom
Objetivo: aplicar metodologías prácticas de biología en la escuela secundaria en una escuela pública de Feira de Santana en horario nocturno, utilizando la biotecnología con el objetivo de brindar nuevas experiencias de enseñanza a jóvenes y adultos. Métodos: El enfoque metodológico es cualitativo y descriptivo a través de relatos de experiencia, con la aplicación de clases prácticas con materiales de bajo costo sobre extracción de ADN. Resultados: En relación a las dificultades enfrentadas en la Educación Básica, esta forma de metodología de trabajo resultó productiva, ya que brindó un espacio de discusión e intercambio de experiencias de los estudiantes asociadas a su vida cotidiana. Conclusión: Esta investigación demostró que el uso de este enfoque didáctico facilitó la comprensión de los contenidos tratados y el diálogo alumno-profesor, destacándolo como una gran herramienta para ser utilizado en el aula.
Sujets)
BiotechnologieRésumé
Abstract Introduction Reading has been widely discussed, mainly due to the published results of international performance tests of schoolchildren. The gaps generated in literacy hinder the development of basic skills necessary for reading, which will have a negative impact on the teaching-learning process from elementary school to high school. This study aimed to compare the reading performance of the students in public and private schools through tests of the Brazilian reading processes-PROLEC-SE-R. Methods Cross-sectional study. The Brazilian adaptation of the PROLEC-SE-R was administered to 436 students: 221 from the state school (G1 6th year, n = 30; G2 7th year, n = 33; G3 8th year, n = 35; G4 9th year, n = 31; G5 1st year, n = 32; G6 2nd year, n = 30; G7 3rd year, n = 30) e 215 private schools (G8 6th year, n = 31; G9 7th year, n = 31; G10 8th year, n = 30; G11 9th year, n = 31; G12 1st year, n = 30; G13 2nd year, n = 31; G14 3rd year, n = 31). Tools of descriptive and bivariate analysis were used. Results Superior performance of the private school students on spelling tests helps their reading as evidenced by their scores for syntactic and semantic processes. When the knowledge of the use of the word in text, extraction of meaning and its understanding was needed, the difficulty of access to the mental lexicon of the studied population became evident. Conclusion The PROLEC-SE-R, in addition to establishing the reading profile of elementary and high school students, shows that the gaps in teaching and learning, which exist between public and private education in the literacy period, accompany students throughout the basic education cycle. Knowing the reading profile and in which process there is a disruption is important so that the teaching of specific strategies can be promoted throughout the entire schooling process, especially in primary and secondary education.
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Identificar a percepção dos profissionais de instituições de ensino sobre a hemofilia, e diante disso formular estratégias de educação em saúde sobre o assunto. Trata-se de pesquisa quanti-qualitativa, analisados de forma descritiva através do Software MAXQDA versão 18.1.1, sob a estratégia de análise de conteúdo. Do total de 40 investigados na pesquisa, percebe-se que somente 11 conseguiram definir hemofilia, metade não sabiam sobre as formas de sangramento, 27 não sabiam as características de um sangramento e somente 10 referiam saber como agir frente a tal acontecimento, revelando desconhecimento dos profissionais de instituições de ensino sobre esta condição de saúde, que afirmam nunca terem sido capacitados para entendimento sobre a doença. Este trabalho promove um diálogo interdisciplinar entre saúde e educação sobre a hemofilia, no qual foi reconhecido a falta de conhecimento sobre o tema por profissionais de instituições de ensino e proposto estratégias de educação em saúde.
To identify the perceptions of professionals working in educational institutions regarding hemophilia and to formulate strategies for health education on this topic. This is quantitative-qualitative research, analyzed descriptively through the Software MAXQDA version 18.1.1, under the content analysis strategy. A total of 40 investigated in the research, it is perceived that only 11 were able to define hemophilia, half did not know about the forms of bleeding, 27 did not know the characteristics of a bleeding and only 10 reported knowing how to act in the face of such an event, revealing lack of knowledge of the professionals of educational institutions about this health condition, who claim to have never been trained to understand the disease. This work promotes an interdisciplinary dialogue between health and education on hemophilia, in which the lack of knowledge on the theme of professionals from educational institutions and proposed health education strategies was recognized.
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Objetivo: Analisar o panorama da oferta do ensino médio integrado em enfermagem no Brasil. Métodos: Pesquisa quanti-qualitativa, documental. Os dados foram coletados do Sistema Nacional de Informações da Educação Profissional e Tecnológica, e um questionário utilizando a plataforma digital Google Forms® para as escolas incluídas, analisadas com auxílio do Microsoft Excel®. Resultados: Foram encontradas e validadas 90 escolas. O maior número destas escolas estava na região Nordeste (68), seguida das regiões Sudeste, Sul, Centro Oeste e Norte. Comparando o número de curso técnico de enfermagem tradicional com os cursos na modalidade integrada obtivemos razões de 11:1 a 378:1, sendo 98,9% da rede pública. Das escolas que responderam ao questionário, 60% utilizam o currículo integrado, cerca de 50% realizou alguma capacitação com os docentes, como também, evidenciamos a modalidade integrada ofertada em três formas diferentes que alteravam duração do curso e carga horária. Chamou atenção a taxa de 32,5% de evasão no referido curso. Conclusão: Constatamos que a modalidade integrada tem baixa capilaridade no Brasil, sendo sua maior aderência na região Nordeste, e na esfera pública, já que assume um compromisso com a formação humana integral e não apenas com o mercado de trabalho. (AU)
Objective: To analyze the panorama of the offer of integrated secondary education in nursing in Brazil. Methods: Quantitative-qualitative, documentary research. The data were collected from the National Information System for Professional and Technological Education, and a questionnaire using the Google Forms® digital platform for the schools included, analyzed with the aid of Microsoft Excel®. Results: 90 schools were found and validated. The largest number of these schools was in the Northeast region (68), followed by the Southeast, South, Midwest and North regions. Comparing the number of traditional nursing technical courses with courses in the integrated modality, we obtained ratios from 11: 1 to 378: 1, all from the public system. Of the schools that responded to the questionnaire, 60% use the integrated curriculum, about 50% carried out some training with the teachers, as well as showing the integrated modality offered in three different ways that altered the duration of the course and workload. The 32.5% dropout rate in that course drew attention. Conclusion: We found that the integrated modality has low capillarity in Brazil, with its greatest adherence in the Northeast region, and in the public sphere, since it assumes a commitment to integral human development and not only to the labor market. (AU)
Objetivo: Analizar el panorama de la oferta de educación secundaria integrada en enfermería en Brasil. Métodos: Investigación documental cuantitativa-cualitativa. Los datos fueron recolectados del Sistema Nacional de Información para la Educación Profesional y Tecnológica, y un cuestionario utilizando la plataforma digital Google Forms® para las escuelas incluidas, analizado con la ayuda de Microsoft Excel®. Resultados: se encontraron y validaron 90 escuelas. El mayor número de estas escuelas se encontraba en la región noreste (68), seguida por las regiones sureste, sur, medio oeste y norte. Comparando el número de cursos técnicos tradicionales de enfermería con cursos en la modalidad integrada, obtuvimos ratios de 11: 1 a 378: 1, todos del sistema público. De las escuelas que respondieron al cuestionario, el 60% utiliza el currículo integrado, cerca del 50% realizó alguna capacitación con los docentes, además de mostrar la modalidad integrada ofrecida en tres formas diferentes que alteraron la duración del curso y la carga de trabajo. La tasa de deserción del 32,5% en ese curso llamó la atención. Conclusión: Encontramos que la modalidad integrada tiene baja capilaridad en Brasil, con su mayor adhesión en la región Nordeste, y en la esfera pública, ya que asume un compromiso con el desarrollo humano integral y no solo con el mercado laboral. (AU)
Sujets)
Formation préparatoire au diplôme d'infirmier (USA) , Enseignement Primaire et Secondaire , Enseignement infirmier , Enseignement professionnelRésumé
The current study focuses on the relationship between emotion regulation, perceived interpersonal support, and academic anxiety among high school students in Kerala. The data was collected from 300 high schools students from three schools in Pathanamthitta District. The tools been administered are Difficulties in Emotion Regulation Scale-DERS- SF-18 by Victor & Klonsky (2016), The Multi-dimensional Scale for Perceived Social Support by Zimet and Farley (1988), and Academic Anxiety Scale for children (AASC) by Dr. A K Singh and Dr. A Sen Gupta (2018). Correlational research design using quantitative approach has been used. The findings of the study revealed that there is a significant relationship between emotion regulation, perceived interpersonal support and academic anxiety. There is a significant difference in academic anxiety based on age, gender, birth order and family type.
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Objectives@#In the light of increased suicide risk among adolescents, this research aimed at determining the prevalence and severity of suicidal ideations and behaviors of senior high school students in a public secondary school in Metro Manila using the Columbia-Suicide Severity Rating Scale (C-SSRS).@*Methodology@#This is a descriptive cross-sectional school-based study, conducted on 236 senior high school students, 18 years old and above, in San Juan National High School (SJNHS) in San Juan, Metro Manila. The study employed convenience sampling. Upon selection, the C-SSRS was administered. Data on four constructs of suicide were gathered: 1) suicidal ideation severity; 2) intensity, which was quantified in terms of frequency, duration, control, deterrents and reasons for suicidal ideation; 3) suicidal behavior rated on a nominal subscale as actual, aborted, interrupted, preparatory behavior and non-suicidal injurious behavior; and lastly 4) lethality of actual suicide attempts on a 6-point ordinal scale, and if actual lethality was zero, potential lethality was further rated on a 3-point ordinal scale.@*Results@#The majority (67.8%) had mild suicidal ideations; 37.71% had active suicidal ideations with intent but not necessarily a specific plan and only 13.98% had active suicidal ideation with intent to act and a specific plan. The intensity of suicidal ideation was not that frequent in 35.59% of the respondents i.e.18.64% 1x/ week and 16.95% less than 1x/ week. About a third (30.07%) had very short duration of suicidal ideations i.e. fleetingly (19.92%) or less than an hour/ day (11.02%). A third (32.62%) were able to easily control (18.64%) or control with minimal difficulty (13.98%). Reason for suicidal ideation were either to get attention (10.59%) or to end the emotional pain (11.02%). A third (30.93%) had actual attempts (15.25%) and Non -Suicidal Self Injury (NSSI) (15.68%); while another 35.06 % had interrupted (16.53%) or aborted (19.07%) attempts. Those who had actual attempts, 41.67% had no physical injury while 50 % incurred minor injuries. Thirty- two (88.89%) had suicidal attempt that was likely to result in injury but not likely to cause death.@*Conclusion@#In light of these relatively high prevalence rates for suicidal ideation and behaviors, schoolwide intervention on education or awareness programs, gatekeeper training, peer leadership, skills training and screening or assessment may have to be instituted to curb the increased suicide risk of the senior high school students and further prevent suicide attempts.
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Prévalence , Idéation suicidaireRésumé
Objective:Hidden hunger remains a severe public health problem that affects millions of people worldwide.In China,challenges related to dietary imbalance and hidden hunger persist.Micronutrient inadequacy deserves more attention among adolescents,given its vital role in their growth and development;however,this problem appears to have been largely ignored.High school students,in particular,are often at a high risk of hidden hunger but have limited assessment tools available.Therefore,this study aims to revise the hidden hunger assessment scale for high school students(HHAS-HSS)in China and assess its reliability and validity.Methods:Based on a literature review,expert consultation,pre-experiment,and formal survey,a hidden hunger assessment scale was revised for high school students.The formal survey involved 9 336 high school students in 11 of the 16 cities in Anhui Province,China,and 9038 valid questionnaires were collected and included in the analysis.The item analysis,internal consistency reliability,test-retest reliability,content validity,exploratory factor analysis,and confirmatory factor analysis of the HHAS-HSS were examined.Results:The HHAS-HSS included a total of 4 dimensions and 12 items:"vegetables and food diversity"(three items),"fruits and dairy products"(three items),"micronutrient-dense foods"(four items),and"health condition and eating habits"(two items).The results showed a Cronbach's alpha of 0.758,a split-half reliability of 0.829,and a test-retest reliability of 0.793,indicating good internal consistency.Using the Bartlett's test and Kaiser-Meyer-Olkin test(KMO)to test the exploratory factor analysis presented a four-factor model of the HHAS-HSS,the KMO value was 0.820(P＜0.001),which indicated the possibility for factor confirmatory factor analysis.Using the maximum variance rotation method,four factors were obtained,and the cumulative variance explained rate was 57.974％.Confirmatory factor analysis also supported the division of the scale into four dimensions,and the fitting indices were x2=1417.656,x2/df=29.534,goodness-of-fit index=0.974,adjusted goodnesss-of-fit index=0.958,parsimonious goodness-of-fit index=0.600,normed fit index=0.938,incremental fit index=0.940,Tucker-Lewis index=0.917,comparative fit index=0.939,and root mean square error of approximation=0.056.Except for x2/df,all the indices reached the fitting standard,and the above results showed that the construct validity of the scale reached an acceptable level.Conclusions:The HHAS-HSS has good validity and reliability for Chinese high school students.It is a convenient self-report measure of hidden hunger risk.
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Objective:To explore the chain mediating effect of future orientation and academic engagement between perceived teacher support and academic procrastination in high school students.Methods:From December 2021 to February 2022, a survey was conducted on 550 high school students by the perceived teacher support questionnaire, the adolescent future orientation scale, the academic engagement scale, and the general procrastination scale-for student populations (GPS). Data were entered by EpiData 3.1 software, and SPSS 26.0 software was used to process and analyze the data by one-way ANOVA, Pearson correlation analysis and Bootstrap method test.Results:The scores of perceived teacher support, future orientation, academic engagement and academic procrastination were (3.77±0.80), (3.22±0.48), (68.11±18.08) and (52.32±11.78) respectively.The results of correlation analysis showed that academic procrastination was negatively correlated with perceived teacher support, future orientation and academic engagement ( r=-0.32, -0.38, -0.49, all P<0.01), while perceived teacher support was positively correlated with future orientation and academic engagement ( r=0.40, 0.43, both P<0.01). Future orientation was positively correlated with academic engagement ( r=0.56, P<0.01). The mediating effect analysis showed that perceived teacher support had a significant direct effect on academic procrastination (effect value: -0.10, 95% CI =-0.19--0.02), accounting for 32.26% of the total effect.The mediating effect between perceived teacher support and academic procrastination was found between future orientation and academic engagement (effect value: -0.05, 95% CI =-0.09- -0.02; effect values: -0.09, 95% CI=-0.15--0.05), accounting for 16.13% and 29.03% of the total effect respectively.Future orientation and academic engagement had a chain mediating effect between perceived teacher support and academic procrastination (effect value: -0.07, 95% CI=-0.10--0.04), accounting for 22.58% of the total effect. Conclusion:Perceived teacher support can influence academic procrastination, not only through the direct path, but also through the indirect path of future orientation and academic engagement, as well as chain mediating path between these two variables.
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Objective:To explore the relationship between family cumulative risk, non-adaptive cognitive emotion regulation, school climate and depression of junior high school students.Methods:From June to September 2022, a total of 1 136 junior high school students were surveyed by the family cumulative risk questionnaire, the cognitive emotion regulation strategy questionnaire, the self-rating depression scale for children and school climate scale.The mediating effect of non-adaptive cognitive emotion regulation and the moderating effect of school climate were tested by the Macro program PROCESS of SPSS 25.0 software.Results:Family cumulative risk score was 1.00(2.00), non-adaptive cognitive emotion regulation score was 21.00(8.00) and depression score was 7.00(9.00). (2) Family cumulative risk was significantly positively correlated with non-adaptive cognitive emotion regulation( r=0.28, P<0.01) and depression( r=0.43, P<0.01). There was a significantly positive correlation between non-adaptive cognitive emotion regulation and depression( r=0.41, P<0.01), and a significantly negative correlation between school climate and depression( r=-0.56, P<0.01). (3) Non-adaptive cognitive emotion regulation played a partial mediating role between family cumulative risk and depression, and the direct effect and mediating effect accounted for 80.49%(0.33/0.41) and 19.51%(0.08/0.41)of the total effect respectively.(4) School climate played a moderating role in the influence of family cumulative risk on non-adaptive cognitive emotion regulation. Under the condition of the level of school climate was high, the positive predicting effect of family cumulative risk on non-adaptive cognitive emotion regulation was significantly enhanced( Bsimple=0.34, P<0.001). Conclusion:Family cumulative risk plays a certain role in depression through the mediation of non-adaptive cognitive emotion regulation strategies and the regulation of school climate in junior high school students.
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Objective@#To investigate the knowledge, attitude and practice of hepatitis B prevention and control among junior high school students in Linping District, Hangzhou City, so as to provide insights into management of hepatitis B among adolescents.@*Methods@#Two classes were sampled using a cluster sampling method from grades 2 in 12 public junior high schools in Linping District, and all students in these two classes were enrolled. Students' knowledge, attitude and practice of hepatitis B prevention and control were collected using questionnaire surveys, and factors affecting knowledge, attitude and practice of hepatitis B prevention and control were identified using a multivariable logistic regression model.@*Results@#A total of 1 102 questionnaires were allocated and 1 094 valid questionnaires were recovered, with an effective recovery rate of 99.27%. The respondents included 540 males (49.36%) and 554 females (50.64%), and 542 rural students (49.54%) and 552 urban students (50.46%). The awareness of hepatitis B prevention and control knowledge was 43.60%, and a low awareness rate was seen for the item “use of condom may prevent hepatitis B” (21.12%). The percentage of correct attitudes towards hepatitis B prevention and control was 57.77%, and a low percentage was found for the item “individuals living with hepatitis B will tell others” (38.67%). The percentage of positive practices towards hepatitis B prevention and control was 80.07%, and a low percentage was seen for the item “hepatitis B vaccines have been inoculated in recent five years” (16.54%). Multivariable logistic regression analysis identified gender (females, OR=1.483, 95%CI: 1.159-1.898), household registration (urban, OR=1.300, 95%CI: 1.011-1.670), and parental highest educational level (high school or technical secondary school, OR=0.703, 95%CI: 0.532-0.929) as factors affecting the awareness of hepatitis B prevention and control knowledge among junior high students, and parental highest educational level (high school or technical secondary school, OR=0.705, 95%CI: 0.533-0.934) and serving as class cadres (OR=1.449, 95%CI: 1.128-1.860) were factors affecting the attitudes hepatitis B prevention and control, while household registration (urban, OR=1.566, 95%CI: 1.144-2.143) and route of acquiring hepatitis B control knowledge (internet or magazine, OR=0.473, 95%CI: 0.288-0.776) were factors affecting the formation of practices towards hepatitis B prevention and control.@*Conclusions@#The overall awareness of and percentage of attitudes towards hepatitis B prevention and control, and the percentage of hepatitis B vaccination are low among junior high school students in Linping District. Targeted health education pertaining to hepatitis B prevention and control is required to be reinforced and promotion of hepatitis B vaccination is recommended.
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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.
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With the widespread adoption of smartphones， mobile phone addiction among adolescents has emerged as a challenging public health concern. This paper aims to undertake a comprehensive literature review on mobile phone addiction among high school students， both domestically and internationally. It primarily focuses on exploring the conceptual framework， measurement tools， epidemic status， influencing factors and intervention strategies associated with mobile phone addiction in this specific population， so as to provide references for interventions targeting mobile phone addiction among high school students， with the ultimate goal of reducing the incidence rate within this population. ［Funded by Sichuan Provincial Primary Health Development Research Center in 2022， North Sichuan Medical College （number， SWFZ22-C-89）， Mianyang City Social Science Research Key Base-Sichuan Mianyang Minor Psychological Growth Guidance and Research Center 2022 Annual Funding Project （number， SCWCN 2022YB07）］
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ObjectiveTo investigate the mediating role of loneliness and social anxiety in the relationship between basic psychological needs satisfaction and smartphone addiction among high school students， and to provide references for the intervention to smartphone addiction for high school students. MethodsIn April 2022， a total of 14 666 high school students from 5 middle schools in a county of Sichuan Province were included by random sampling method. Basic Psychological Needs Scales （BPNS）， the UCLA Loneliness Scale-3 edition （UCLA-3）， Interaction Anxiousness Scale （IAS） and the Mobile Phone Addiction Index （MPAI） were used for cross-sectional investigation. Bootstrap method was used to analyze the mediating role of loneliness and social anxiety in the relationship between the basic psychological needs satisfaction and smartphone addiction. Results① In this study， 14 036 valid questionnaires were returned， and 1 752 （12.48%， 95% CI： 0.114~0.136） high school students were found to be addicted to smartphone phone. The BPNS score was negatively correlated with UCLA-3， IAS and MPAI scores （r=-0.771， -0.486， -0.417， P<0.01）. And MPAI score was positively correlated with IAS and UCLA-3 scores （r=0.403， 0.424， P<0.01）. IAS score was positively correlated with UCLA-3 score （r=0.458， P<0.01）. ②The degree of basic psychological needs satisfaction in high school students can directly negatively predict smartphone addiction （β=-0.383， P<0.05）， and can also indirectly affect smartphone addiction through loneliness and social anxiety （β=-0.130， P<0.05）. ③Loneliness （indirect effect value was -0.145） and social anxiety （indirect effect value was -0.074） partially mediate between the basic psychological needs satisfaction and smartphone addiction. Loneliness-social anxiety also has significant chain mediating effect （indirect effect value was -0.034）， which accounted for 8.88%. ConclusionThe basic psychological needs satisfaction can not only directly affect the occurrence of smartphone addiction， but also indirectly affect the occurrence of smartphone addiction through the chain mediation of loneliness and social anxiety.