Influence of Vocalized Reading Practice on English Learning and Psychological Problems of Middle School Students
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ABSTRACT:
SUBMITTER: Zhang H
PROVIDER: S-EPMC8558255 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Objectives To clarify if medical students in an English program in a non-English speaking country are exposed to a higher risk of psychological distress compared to comparable local medical students. Methods An online survey was conducted for all medical students both in the English program exclusively for international students (n=235) and in the local program (n=1043) at the Palacky University in the Czech Republic. The Medical Student Well-Being Index (MSWBI) was used to define the student’s psychological distress. Logistic regressions were conducted to find an effect of the study program on the students’ psychological distress, adjusted by age, study year, marital status, residential status, and frequency of contact with significant others, stratified by gender. Results 44% (n=68) of the respondents in the English program screened positive for psychological distress, and 53% (n=221) in the local program. There was an interaction between gender and program in the association with psychological distress. The higher prevalence of psychological distress in the local program was likely attributed to female students who had frequent contacts with their significant others. Conclusions Psychological distress was highly prevalent in a Czech medical school, but there was no overall difference between the international students in the English program and the comparable local medical students.
| S-EPMC4205527 | biostudies-literature
Project description:In a pandemic era, it is necessary to equip individuals with the ability to make informed decisions about health issues, especially in relation to viruses and vaccines. In order to achieve this goal, science educators need to explore students' decisions and reasoning about vaccination. The aim of the study reported in the paper, therefore, is to explore eighth graders' reasoning about vaccination throughout a 4-week implementation of small group and plenary discussion of false claims about vaccinations. The implementation consisted of a five-phase procedure including teacher presentation of false claims and related evidence texts about vaccination, small group discussions, a plenary discussion, and finally, an introduction to valid scientific content about vaccination. The explanations of the representatives from each group during the plenary discussion were video-taped and analyzed by the researchers independently to examine student decisions on each claim. Another data source of this study included student interviews in which the researchers videotaped and analyzed eight interviewees' responses. The findings revealed that including well-informed students in small group and plenary discussions may have a positive impact on other students' reasoning. This result indicated the benefit of encouraging students to provide evidence about vaccines during small group and plenary discussions in terms of their reasoning. The implications of this study suggest the necessity of emphasizing on scientific knowledge as well as argumentation for further investigations of students' reasoning on vaccination.Supplementary informationThe online version contains supplementary material available at 10.1007/s11191-021-00318-8.
| S-EPMC8894820 | biostudies-literature
Project description:This study examines the relation between reading attitude and reading achievement in three languages among sixth- and eighth-grade students in Kazakhstan. Participants were randomly chosen from seven secondary schools in a major city. Their native languages were Kazakh or Russian (N = 1,505). Reading tests in English, Kazakh and Russian and a reading attitude questionnaire were administered via the eDia online assessment system. The results indicate that 85% of the sixth graders and 79% of the eighth graders enjoy reading. Correlations in reading achievement between English, Kazakh and Russian ranged from r = .55 to r = .61 (p < .01). Kazakh native speakers performed better in the respective languages than speakers of Russian and other languages. A factor analysis demonstrated a three-factor model for Grade 6 and a four-factor model for Grade 8, corresponding to reading attitude and reliability coefficients for these factors from .71 to .86. In both grades, factor loading showed a good fit to the data. Regression analysis showed a weak relation between reading attitude and reading achievement among sixth and eighth graders in the targeted languages despite a positive attitude towards reading.
| S-EPMC9304738 | biostudies-literature
Project description:IntroductionExtant studies have examined the effect of psychological characteristics on clinical features that define behavior problems. The purpose of this study was to analyze the effects of temperament and character as both individual factors and complex profiles on behavior problems in a community sample of adolescents.MethodsBehavior problems and personality of 670 Korean high school students were measured with the Youth Self-Report (YSR) and Junior version of the Temperament and Character Inventory (JTCI). Stepwise regression analysis analyzed the effects of JTCI character and temperament traits on YSR Total, Internalizing and Externalizing subscale scores, and Profile Analysis examined differences of JTCI personality profiles among three latent YSR subscale profiles acquired from Latent Profile Analysis.ResultsSeven subscales of the JTCI explained 38% of the YSR total degree of behavior problems, and JTCI Novelty-Seeking and Harm-Avoidance were found to account for vulnerability while JTCI Reward-Dependence and Self-Directedness explained resilience to behavior problems. There were three distinct latent YSR profile groups based on nine YSR subscales, and low behavior problem group showed a resilient personality profile characterized by low Novelty-Seeking and Harm-Avoidance and high Reward-Dependence, Persistence, Self-Directedness and Cooperativeness while high behavior problem group exhibited a vulnerable personality profile of the opposite tendency.DiscussionTemperament and character explained behavior problems of Korean high school students as both individual personality traits and a complex personality profile. The results and implications of this study were examined in regard to mental health of adolescents, and the importance of education in the development of mature personality are discussed.
| S-EPMC6292374 | biostudies-literature
Project description:BackgroundDepression, anxiety, and stress (DAS) are common among high school students, and they have a negative impact on their academic performance and future lives. Pandemics, such as coronavirus disease 2019 (COVID-19), exacerbate these issues. Although psychological problems are studied in developed countries, they are overlooked in developing countries such as Ethiopia. Therefore, this study was aimed to assess the prevalence of psychological problems and associated factors among high school students during the COVID-19 pandemic in Sawla town, Gofa zone, southern Ethiopia.MethodsA facility-based cross-sectional study was conducted among 663 randomly selected high school students from March 1 to 31, 2021. The data was collected using the depression, anxiety, and stress scale (DASS-21) questionnaire and analyzed using SPSS version 26.0. Bivariable and multivariable analyses were computed to identify factors associated with DAS. An adjusted odds ratio with 95% CI was used to see the strength of the association and statistical significance was declared at p-value <0.05.ResultsThe overall prevalence of depression, anxiety, and stress were 52.1% [95% CI: 48.3, 55.98], 52.6% [95% CI: 48.8, 56.4], and 22.6% [95% CI: 19.4, 25], respectively. Being rural residence (AOR: 4.88, 95% CI: 3.02, 7.88), living in a prison house or with a husband (AOR: 5.94, 95% CI: 1.65, 21.3), having a lower academic level (AOR: 6.23, 95% CI: 3.42), having poor knowledge about COVID-19 (AOR: 1.75, 95% CI: 1.21, 2.53) and poor COVID-19 prevention practices (AOR: 1.74, 95% CI: 1.09, 2.79) were associated with depression. Similarly, being a rural resident (AOR: 3.73, 95% CI: 2.38, 5.84), being a lower academic level (AOR: 2.54, 95% CI: 1.50, 4.30), having poor knowledge about COVID-19 (AOR: 1.54, 95% CI: 1.08, 2.19), and poor COVID-19 prevention practices (AOR: 2.12, 95% CI: 1.36, 3.32) were associated with anxiety. Furthermore, stress was associated with rural residence (AOR: 2.24, 95% CI: 1.42, 3.53), lower academic level (AOR: 4.70, 95% CI: 2.12, 10.4), and poor knowledge of COVID-19 (AOR: 1.71, 95% CI: 1.13, 2.58).ConclusionsDepression, anxiety, and stress were all prevalent among high school students in the area. Rural residence, lower academic level, and poor knowledge about COVID-19, as well as poor COVID-19 prevention practices, all increase the likelihood of DAS. As a result, school-based psychological counseling interventions, particularly during pandemics, are critical.
| S-EPMC10236918 | biostudies-literature
Project description:It can be challenging for teachers to prepare students for a reading comprehension test. While most research on reading comprehension tests focuses on the interaction between the text complexity and test-taker's ability, this study investigates the interaction between the text complexity and degree of difficulty of the tasks, following each text in an adapted reading comprehension test. The experiment examined the plausibility of adapting a reading comprehension test for university students through textual complexity management. It involved undergraduate English-as-a-foreign-language (EFL) participants (N = 1000) with English proficiency levels ranging from A1 to C2. A 38-item reading comprehension test with textual complexity adjustment was adapted. Item fit was assessed using the Rasch model analysis. ANOVA was performed to determine which reading comprehension subsamples differed significantly, whether the difficulty level of the test confirmed that of the texts, and what cognitive process contributed the most to test difficulty. The findings generated 32 qualified items, which fit the Rasch model. Participants significantly differed in reading comprehension, indicating the test's ability to differentiate the participants based on their classification. The study carried an implication that the difficulty of reading comprehension test is not solely contingent on textual complexity but also relies on task difficulty. Therefore, teachers must pay attention to both when preparing students for a reading comprehension test.
| S-EPMC9868442 | biostudies-literature
Project description:Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages 6-7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry.
| S-EPMC5434859 | biostudies-other
Project description:Background:The body of literature regarding the associations between physical activity and psychological problems lacks consensus. Moreover, the role of gender has been scarcely investigated. The present study sought to fill the gap in the data by examining the associations, if any, between moderate-to-vigorous physical activity (MVPA), psychological problems, and self-harm behaviors based on different biological genders (male-female). Methods:A self-administered questionnaire was used to measure MVPA and multiple psychological problems, including depression and anxiety; general emotion, behavior, and social problems; Attention Deficit Hyperactivity Disorder (ADHD); Oppositional Defiant Disorder (ODD); conduct problems; and self-harm behaviors. Participants were a nationally representative sample of Chinese high school students (N = 13, 349). A multiple logistic regression analysis of MVPA, stratified by gender, was conducted on the risk of psychological problems and self-harm behaviors in the total sample. Results:For boys, a high frequency of MVPA was associated with a lower risk of depression (OR = 0.68, 95% CI [0.57-0.81]) and anxiety (OR = 0.71, 95% CI [0.53-0.96]) compared to the reference group. The moderate frequency of MVPA was associated with a lower risk of ADHD (OR = 0.73, 95% CI [0.56-0.94]) compared to the reference group. For girls, both MVPA groups were associated with a lower risk of depression (moderate MVPA: OR = 0.81, 95% CI [0.70-0.94]; high MVPA: OR = 0.67, 95% CI [0.54-0.83]) compared to the reference group. High MVPA was associated with a lower risk of ADHD (OR = 0.58, 95% CI [0.37-0.89]) compared to the reference group. Only moderate frequency of MVPA was associated with a lower risk of ODD (OR = 0.79, 95% CI [0.64-0.97]). Conclusion:MVPA was associated with a lower risk of depression, anxiety, ADHD, and ODD in a gender-specific and MVPA frequency-specific manner. This implies that for specific psychological issues, PA interventions that are modified based on gender and frequency of MVPA may be more effective than PA interventions without these considerations.
| S-EPMC7102502 | biostudies-literature
Project description:Academic English is discipline-specific and requires a high level of linguistic knowledge as well as expertise in respective fields. Therefore, doctoral students with limited exposure to academic English tend to face challenges in dealing with its demands, especially when they come from non-native English-speaking (NNES) backgrounds. At the doctoral level, research students are expected to work independently. Therefore, the ability to critically engage with academic materials written in English and the ability to write a dissertation in English at an expected standard play essential roles in successful PhD completion for students studying in international PhD programs where everything is conducted in English. This study investigates the relationship between English academic reading (EAR) and English academic writing (EAW) abilities among NNES doctoral students. We conducted a survey by employing a 1-6 Likert scale, following Dörnyei and Dewaele (2022), in the 2021-2022 academic year. A total of 255 international doctoral students studying in 65 PhD programs across Hungary voluntarily participated in the study. The students came from 49 countries and represented 48 mother tongues. The analysis revealed that students were positive about their abilities in both EAR and EAW, even though there was a significant gender difference at the p < 0.01 level. Additionally, students with the highest English proficiency level (C2) were found to be the most confident about their EAR and EAW abilities. The most junior students from 1st-year PhD programs were less confident about their abilities compared to their peers from 2nd, 3rd, 4th-year PhD programs. The analysis showed a significantly positive correlation between EAR and EAW (r = 0.792, p < 0.001). This study highlighted the inseparable role of EAR in fulfilling doctoral requirements and submitting a dissertation within a contracted PhD time framework, indicating the importance of targeted language support in facilitating academic progression within PhD programs.
| S-EPMC11305283 | biostudies-literature
Project description:BackgroundSmartphone-based online education gained popularity during and after the COVID-19 pandemic. Although recent studies have highlighted the association between problematic smartphone use (PSU) and mental health symptoms, the potential role of online learning in this relationship remains unclear. This study aimed to analyze the relationships between higher education modes, PSU, and related psychological symptoms in university students.MethodsA total of 1,629 Chinese university students from five provinces completed a web-based questionnaire survey between March 2020 and October 2021. Demographic characteristics and learning conditions were recorded. All participants completed the Smartphone Addiction Scale-Short Version, Patient Health Questionnaire, Generalized Anxiety Disorder Scale, and Athens Insomnia Scale. Multiple regressions models and stratified analyses were used to examine the association between online education mode, PSU, and symptoms of depression, anxiety, and insomnia.ResultsThe prevalence of PSU was 58.5%. Students who relied primarily on online learning had a higher prevalence of depressive symptoms (29.95% vs. 22.24%), anxiety symptoms (25.13% vs. 18.91%), and insomnia symptoms (75.89% vs. 70.27%) than those who relied on traditional face-to-face learning (Ps < 0.05). After adjusting for covariates, subjects with PSU were more likely to report depressive symptoms (AdjOR = 3.14, 95% CI = 2.26-4.37), anxiety symptoms (AdjOR = 3.73, 95% CI = 2.13-4.59), and insomnia symptoms (AdjOR = 2.96, 95% CI = 2.23-3.92) than those without PSU. Furthermore, the associations of PSU with depressive symptoms (OR = 4.66 vs. 2.33, P for interaction = 0.015) and anxiety symptoms (OR = 6.05 vs. 2.94, P for interaction = 0.021) were more pronounced in the online learning group.ConclusionOur study provides preliminary evidence that Chinese university students have serious smartphone addiction problems, which are associated with depressive, anxiety, and insomnia symptoms. Online learning is found to exacerbate PSU and mental health problems. Our findings provide valuable information for targeted psychological interventions in the post-COVID-19 era.
| S-EPMC9114473 | biostudies-literature