Mediating effects of bullying involvement on the relationship of body mass index with social phobia,depression, suicidality,and self-esteem and sex differences in adolescents in Taiwan

The aims of this study were to examine the mediating effect of bullying involvement on the relationships between body mass index (BMI) and mental health problems, including social phobia, depression, suicidality, and low self-esteem among adolescents in Taiwan. The moderation effect of sex on the mediating role of bullying involvement was also examined. Five thousand two hundred and fifty-two students of high schools completed the questionnaires. Victimization and perpetration of passive and active bullying were assessed using the Chinese version of the School Bullying Experience Questionnaire. BMI was calculated from self-reported weight and height measurements. The Social Phobia Inventory, the Mandarin Chinese version of the Center for Epidemiological Studies-Depression Scale, the suicidality-related questionnaire from the epidemiological version of the Kiddie-Schedule for Affective Disorders and Schizophrenia, and the Rosenberg Self-Esteem Scale were applied to assess social phobia, depression, suicidality, and low self-esteem, respectively. The mediating effect of bullying involvement on the associations between increased BMI and mental health problems was examined by the Sobel test. The moderation effect of sex on the mediating role of bullying involvement was tested by the multiple-group structural equation model. Victimization of passive and active bullying and perpetration of passive bullying, but not perpetration of active bullying, had a mediating effect on the relationships between increased BMI and all four mental health problems. Sex did not have a significant moderation effect on the mediating role of bullying involvement. Bullying involvement should be a target of prevention and intervention in developing a strategy to improve mental health among adolescents with increased BMI.     

Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups

Although the relation between teacher–student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between teacher acceptance, student-perceived teacher support, and academic achievement. Eight hundred sixteen students from 3 different grade levels in Slovenian elementary and secondary schools, covering the age range from late childhood through early-to-middle adolescence, participated in the study at the beginning and at the end of the school year. Structural equation modeling was used. Different models of relations between teacher acceptance, student-perceived teacher support, and academic achievement were analyzed using the cross-lagged panel correlation technique. The results supported the hypothesized reciprocal model, indicating the relation between teacher acceptance and academic achievement in both directions. Student-perceived teacher personal support partially mediates the relation between teacher acceptance and achievement in both directions on the whole sample but not in specific age groups. Finally, we found some age-specific differences in the relations between teacher acceptance, teacher personal support, and achievement.     

Children exposed to child maltreatment and intimate partner violence: a study of co-occurrence among Hong Kong Chinese families

Objective

This study assessed the co-occurrence of child maltreatment and intimate partner violence (IPV) and examined the association between them.

Method

The cross-sectional study recruited a population-based sample of 1,094 children aged 12-17 years in Hong Kong. Structured questionnaires were used to collect data from the children. The prevalence of occurrence of child abuse and neglect by parents and exposure to IPV in both the past year and lifetime was examined, and their correlates were assessed using univariate and multivariate logistic regression.

Results

The results show that 26% and 14.6% of child participants had been exposed to IPV physical assault, and 44.4% and 22.6% had been subjected to a parent's corporal punishment or to physical maltreatment from a parent in their lifetime and the year preceding the study, respectively. Among those families characterized by IPV, 54.4% and 46.5% were involved in child physical maltreatment over the child's lifetime and in the preceding year, respectively.

Conclusions

Multivariate logistic regression analyses revealed that children exposed to IPV were at higher risk of being victims of neglect, corporal punishment, and physical maltreatment or severe physical maltreatment by their parents than children who were not exposed to IPV, even when child and parent demographic factors were controlled for.

Practical implications

The higher risk of child physical maltreatment associated with IPV highlights the need for an integrated assessment to screen for the presence of multiple forms of family violence within the family, and for intervention to assess effective responses to both IPV and child maltreatment by child protective service workers and domestic violence agencies.     

Exploring the eye‐movement patterns as Chinese children read texts: a developmental perspective

This study was to investigate Chinese children's eye patterns while reading different text genres from a developmental perspective. Eye movements were recorded while children in the second through sixth grades read two expository texts and two narrative texts. Across passages, overall word frequency was not significantly different between the two genres. Results showed that all children had longer fixation durations for low‐frequency words. They also had longer fixation durations on content words. These results indicate that children adopted a word‐based processing strategy like skilled readers do. However, only older children's rereading times were affected by genre. Overall, eye‐movement patterns of older children reported in this study are in accordance with those of skilled Chinese readers, but younger children are more likely to be responsive to word characteristics than text level when reading a Chinese text.     

Is being gifted always an advantage? Peer relations and self-concept of gifted students

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.     

Exploring School Improvement in Hong Kong Secondary Schools

Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz's (1985 Rosenholtz, S. 1985. Effective schools: Interpreting the evidence. American Journal of Education, 93: 352–388. [Crossref], [Web of Science ®] , [Google Scholar]) conception of “moving” and “stuck” schools as a framework for thinking about school improvement, this study examines the learning outcomes of 39 Hong Kong secondary schools over a 3-year period. We examine whether features of leadership and school capacity differed with respect to these learning outcomes within the sample of moving and stuck schools. This research in Hong Kong has identified several factors that appear to synergistically contribute to differences in patterns of improvement in learning across different subjects in both moving and stuck schools. These factors include resource management of principals and school capacity in terms of professional learning community; workload of teachers; alignment, coherence, and structure; and resource capacity. This study extends the research on leadership and capacity building as a means of school improvement, in the process elaborating on their impact within a non-Western society.     

Dimensions of Market Demand Associated with Taekwondo Schools in North America: Development of a Scale

Since the introduction of martial arts in the United States, the sport of Taekwondo (TKD) has rapidly grown and developed. Although the elevated interest in this sport has increased the magnitude of the TKD market, no systematic studies have been conducted to investigate the market demand variables associated with TKD schools in North America. To a great extent, lack of study has been due to the unavailability of a viable measure. The purpose of this study was to identify the dimensions of market demand for TKD schools and develop the Scale of Market Demand Associated with Taekwondo School (SMD-TKD). Research participants (N = 205) were TKD school members who were 18 years and older from 22 TKD schools in major cities of Florida. A factor analysis using principal component extraction and varimax rotation produced six factors with 51 items returned (i.e., Personal Benefits, School Operation, Instruction Quality, Program Offering, Locker Room, and Cultural Learning). Multiples regression analysis revealed that all market demand factors, except for Program Offering and Cultural Learning, were positively (p < .05) predictive of TKD consumption, suggesting that the SMD-TKD is useful for marketing studies on TKD consumers.     

Skill level changes the coordination and variability of standing posture and movement in a pistol-aiming task

The study investigated the coordination and variability of posture and pistol motion for skilled pistol shooters and novices in a pistol-aiming task. The participants stood on a force platform and held a pistol with the preferred arm to aim for accuracy to a target on 30 s trials. The results revealed that the amount of the centre of pressure (COP) and pistol motion was lower for the expert than novice group. The time–varying structure of COP as indexed by multiscale entropy (MSE) and detrended fluctuation analysis (DFA) was also lower for the expert than the novice group. The relative phase between the COP in the anterior–posterior (AP) and pistol in the AP and between the COP in the medial–lateral (ML) and pistol in AP was close to inphase for the both groups. However, for the novice group the coordination patterns of posture and pistol motion were more variable with the pistol motion leading the posture motion while it was lagging in the skilled group. The findings show different qualitative and quantitative dynamics in pistol-aiming as a function of skill level with postural control foundational to supporting the reduced dispersion and complexity of the skilled arm-pistol motion.