Does modality matter? A latent profile and transition analysis of sedentary behaviours among school-aged youth: The UP&DOWN study     

David Sánchez-Oliva  Rebecca M. Leech  Alberto Grao-Cruces  Irene Esteban-Cornejo  Carmen Padilla-Moledo  Oscar L. Veiga 《Journal of sports sciences》2020,38(9):1062-1069

ABSTRACT

The aims of this study were to identify profiles of sedentary behaviour (SB) patterns, based on leisure-time self-reported SB modalities (screen, educative, social, and relaxing) and to evaluate changes in these profiles over 2 years among Spanish youth aged 8–18 years. Latent profile analysis (LPA), a data-driven analytic approach, was used to identify groups of boys and girls (n = 1553; 48% girls; mean±SD age: 12.56 ± 2.49 y) with distinct SB profiles using the SB modalities (time/d) as input variables. Latent transition analysis, an extension of LPA that uses longitudinal data, was used to analyse 2-year changes in these profiles. At baseline, four and three SB profiles were found among boys (labelled: screen, educative, social, and relaxing) and girls (labelled: screen/social, educative, and relaxing), respectively. Overall, more girls (range: 48%-67%) had the same profile over time, than boys (40%-52%). Participants with a screen or relaxing SB profile at baseline were more likely to have an educative profile after 2 years. Youth with a social and an educative SB profile at baseline were more likely to transition to profiles characterized by higher screen and social SB, respectively. Using a novel and person-centered approach, this study identified gender-specific SB profiles that were moderately stable over time.  相似文献   

Parental perceptions of gender differences in child technology use and cyberbullying     

Mallory Bolenbaugh  Megan Foley-Nicpon  Rachel Young  Melissa Tully  Nikki Grunewald  Marizen Ramirez 《Psychology in the schools》2020,57(11):1657-1679

Cyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10–17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in-depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender-stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene.  相似文献   

‘When words don't come easily’: personal narratives from adolescents experiencing shyness as an emotional and behavioural problem in the school context     

Ingrid Lund 《British Journal of Special Education》2016,43(4):430-447

The purpose of this article is to present narratives from 15 adolescents experiencing shy behaviour as an emotional and behavioural problem in the school context in light of narrative understanding. The investigation is intended to generate knowledge about this largely under‐researched phenomenon based on the personal accounts of those who are actually experiencing it. Their narratives are the foundation for a discussion regarding implications for future practice in the context of school in relation to this group.  相似文献   

Depressive Symptoms and Violence Exposure: Contributors to Repeat Pregnancies Among Adolescents     

Cheryl A. Anderson  Lisa Pierce 《The Journal of perinatal education》2015,24(4):225-238

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Effects of 12 weeks of combined training without caloric restriction on inflammatory markers in overweight girls     

Wendell Arthur Lopes  Neiva Leite  Larissa Rosa da Silva  Diego Trevisan Brunelli  Arthur Fernandes Gáspari  Rosana Bento Radominski 《Journal of sports sciences》2016,34(20):1902-1912

The objective of the present study was to investigate the effects of combined training without caloric restriction on inflammatory markers in overweight girls. Thirty-three girls (13–17 years) were assigned into overweight training (n = 17) or overweight control (n = 16) groups. Additionally, a normal-weight group (n = 15) was used as control for the baseline values. The combined training programme consisted of six resistance exercises (three sets of 6–10 repetitions at 60–70% 1 RM) followed by 30 min of aerobic exercise (walking/running) at 50–80% VO_2peak, performed in the same 60 min session, 3 days/weeks, for 12 weeks. Body composition, dietary intake, aerobic fitness (VO_2peak), muscular strength (1 RM), glycaemia, insulinemia, lipid profile and inflammatory markers (C-reactive protein, interleukin-6, tumour necrosis factor-alpha, interleukin-10, leptin, resistin and adiponectin) were measured before and after intervention. There was a significant decrease in body fat (P < 0.01) and increase in fat-free mass (P < 0.01), VO_2peak (P < 0.01), 1 RM for leg press (P < 0.01) and bench press (P < 0.01) in the overweight training group. Concomitantly, this group presented significant decreases in serum concentrations of C-reactive protein (P < 0.05) and leptin (P < 0.05), as well as in insulin resistance (P < 0.05) after the experimental period. In conclusion, 12 weeks of combined training without caloric restriction reduced inflammatory markers associated with obesity in overweight girls.  相似文献   

Sex-specific associations of moderate and vigorous physical activity with physical fitness in adolescents     

T. Kidokoro  H. Tanaka  K. Naoi  K. Ueno  T. Yanaoka  K. Kashiwabara 《European Journal of Sport Science》2016,16(8):1159-1166

The present study examined the sex-specific associations of moderate and vigorous physical activity (VPA) with physical fitness in 300 Japanese adolescents aged 12–14 years. Participants were asked to wear an accelerometer to evaluate physical activity (PA) levels of various intensities (i.e. moderate PA (MPA), 3–5.9 metabolic equivalents (METs); VPA, ≥6 METs; moderate to vigorous PA (MVPA), ≥3 METs). Eight fitness items were assessed (grip strength, bent-leg sit-up, sit-and-reach, side step, 50?m sprint, standing long jump, handball throw, and distance running) as part of the Japanese standardised fitness test. A fitness composite score was calculated using Japanese fitness norms, and participants were categorised according to their score from category A (most fit) to category E (least fit), with participants in categories D and E defined as having low fitness. It was found that for boys, accumulating more than 80.7?min/day of MVPA may reduce the probability of low fitness (odds ratio (ORs) [95% confidence interval (CI)]?=?0.17 [0.06–0.47], p?=?.001). For girls, accumulating only 8.4?min of VPA could reduce the likelihood of exhibiting low fitness (ORs [95% CI]?=?0.23 [0.05–0.89], p?=?.032). These results reveal that there are sex-specific differences in the relationship between PA and physical fitness in adolescents, suggesting that sex-specific PA recommendation may be needed to improve physical fitness in adolescents.  相似文献   

Academic socialization,parental educational expectations,and academic self‐efficacy among Latino adolescents     

Fernanda L. Cross  Aixa D. Marchand  Michael Medina  Andrea Villafuerte  Deborah Rivas‐Drake 《Psychology in the schools》2019,56(4):483-496

This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.  相似文献   

Modelling parenting styles,moral intelligence,academic self-efficacy and learning motivation among adolescents in grades 7–11     

Amal Alhadabi  Said Aldhafri  Hussain Alkharusi  Ibrahim Al-Harthy  Marwa Alrajhi  Hafidha AlBarashdi 《Asia Pacific Journal of Education》2019,39(1):133-153

The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students’ academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers’ parenting styles and students’ motivation. Academic self-efficacy had a positive association with students’ motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students’ motivation among adolescents in middle and high schools.  相似文献   

Adolescents’ Social Networks: Exploring Different Patterns of Socio-Digital Participation     

Shupin Li  Lauri Hietajärvi  Tuire Palonen  Katariina Salmela-Aro  Kai Hakkarainen 《Scandinavian Journal of Educational Research》2017,61(3):255-274

The purpose of the study was to assess adolescents’ participation in various socio-digital activities by using a self-report questionnaire, a social networking questionnaire, and interviews. The participants (n?=?253) were grade 6–9 students from a multicultural lower-secondary school in Finland. Three profiles of socio-digital participation were identified: friendship oriented basic participators (n?=?161), gaming-oriented participators (n?=?61), and creative participators (n?=?31) intensively engaged in diverse socio-digital practices. The analyses revealed systematic differences in social networking relations as a function of adolescents’ social-digital participation profile and gender. The reciprocal values in hanging out, liking, and media multiplexity were highest for creative participators, whereas gaming-oriented participators were less socially active than their peers. The socio-digital expertise of creative participators was socially recognized by a larger group of peers than that of the other groups. The study produces methodological tools suitable for collecting systematic longitudinal data of socio-digital practices of larger groups of adolescents in future.  相似文献   

An Examination of Text Complexity as Characterized by Readability and Cohesion     

Deborah K. Reed  Sarah Kershaw-Herrera 《Journal of Experimental Education》2016,84(1):75-97

To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.  相似文献