THE RELATIONSHIP BETWEEN BIBLE READING AND ATTITUDE TOWARD SUBSTANCE USE AMONG 13-15 YEAR OLDS

The relationship between Bible reading and attitude toward drug use is examined among a sample of 25,888 teenagers, 13-15 year olds, throughout England and Wales. Information about sex, age, personality, belief in God, and church attendance was also considered. The conclusion is that Bible reading makes a small but significant contribution to promoting a negative attitude toward drug use among this age group.     

CHRISTIANITY AND DOGMATISM REVISITED: A STUDY AMONG FIFTEEN AND SIXTEEN YEAR OLDS IN THE UNITED KINGDOM

A sample of 802 adolescents between the ages of fifteen and sixteen years completed an Anglicized form of the Dommert revision of the Rokeach Dogmatism Scale and the Francis Scale of Attitude toward Christianity, together with the Junior Eysenck Personality Inventory. The data demonstrate that attitude toward Christianity and dogmatism are unrelated constructs, although both are related, in different ways, to Eysenck's major dimensions of personality.     

Certain Harmful Health Misconceptions of Junior High School Students Attending Public Schools in Metropolitan Areas

Abstract

The purpose of this study was to determine the prevalence of certain harmful health misconceptions among junior high school students attending public schools in two distinct metropolitan areas of the United States. A health knowledge inventory in two separate forms was constructed, and either Form A or Form B was administered to 4,852 junior high school students from the two distinct metropolitan areas. On the basis of an analysis of the data obtained in this investigation, junior high school students subscribed to many harmful health misconceptions, regardless of metropolitan area, sex, grade level, or number of semesters of health instruction.     

Prevalence of Certain Harmful Health Misconceptions among Prospective Elementary School Teachers

Abstract

A special instrument in the form of a health opinionnaire was constructed, evaluated, and administered for the purpose of determining the prevalence of certain harmful health misconceptions among freshman prospective elementary school teachers attending state teachers colleges in New England and the extent to which that population was aware of the harmfulness of these misconceptions. Analysis indicated that the participating trainees subscribed to many harmful health misconceptions and that those who were aware of the misconceptions were also aware of their harmfulness. Analysis of variance indicated that those who had health and biology or biology subscribed to fewer misconceptions to a highly significant degree.     

A Survey of Safety Conditions of Buildings and Grounds in Secondary Schools

Abstract

Black and white children (N = 553) in kindergarten, grade one, and grade two, as part of a total test battery were tested on items of agility, speed, power, flexibility, and endurance. An ANOVA design was employed for both equal and unequal cell frequencies to determine the effects of grade, sex, and race on gross motor performance. Significant (p < .01) improvements were found at each grade for speed, power, and endurance items; males had significantly better performances (p < .01) than females on all items with the exception of flexibility; black children had significantly (p < .01) lower values than white children in the speed item at each grade level.     

Promoting Social and Emotional Learning in Preschool Students: A Study of Strong Start Pre-K

The inclusion of social and emotional learning (SEL) curricula in preschools may help prevent emotional and behavioral problems. This study evaluated the effects of a SEL curriculum, Strong Start Pre-K, on the social and emotional competence of 52 preschool students using a quasi-experimental, non-equivalent control group design. Teachers rated students’ emotional regulation, internalizing behaviors, and the quality of the student–teacher relationship. Results indicated a significant decrease of internalizing behaviors and more improvement in the student–teacher relationship in the treatment conditions. Results also supported the use of the optional booster lessons contained in the curriculum. Treatment integrity and social validity ratings of Strong Start Pre-K were high. Limitations and implications of this study are addressed.     

Musing about Time and Museums

Abstract The author considers the question of how museums engage visitors in thinking about the meaning of time (personal and universal) and the role played by objects, text, designed settings, and artistry in bringing the process to life, a theme inspired by an article, “The Mindful Museum” (2007), by Adam Gopnik.