Context: Scoliosis is a frequent pathology in school aged children that may become a concern for parents and can challenge for practitioners and family doctors. The aim of the study is to make a comprehensive overview concerning scoliosis in school-aged children as well as elucidate red flags and related referral criteria for general practitioners that have to deal with school-aged children in their daily practice. EvidenceAcquisition: This article does not aim to be a systematic review as we have not applied a strict methodology. We conducted a bibliography search limited to MEDLINE and expanded with a search of the publications cited in the selected articles. Results: The scoliosis research society (SRS) advise on annual examination of all children between the prepubertal period and 14 years of age. American academy of pediatrics (AAP), recommend a screening school children program between 10 to 16 years of age. These societies reported that school scans were necessary and useful for scoliosis, they emphasize on the benefits of receiving an early diagnosis and treatment of spinal deformities; thus, avoiding future surgical interventions. Conclusions: Early diagnosis of scoliosis and assessment of the risk of curve progression is critical in school aged children. There is still a need for a large cohort study to ensure reliable consequences of school scoliosis screening programs.
{"title":"Scoliosis in School- Aged Children","authors":"E. Aktaş, Ismail Daldal, A. Senkoylu","doi":"10.5812/intjsh.68796","DOIUrl":"https://doi.org/10.5812/intjsh.68796","url":null,"abstract":"Context: Scoliosis is a frequent pathology in school aged children that may become a concern for parents and can challenge for practitioners and family doctors. The aim of the study is to make a comprehensive overview concerning scoliosis in school-aged children as well as elucidate red flags and related referral criteria for general practitioners that have to deal with school-aged children in their daily practice. EvidenceAcquisition: This article does not aim to be a systematic review as we have not applied a strict methodology. We conducted a bibliography search limited to MEDLINE and expanded with a search of the publications cited in the selected articles. Results: The scoliosis research society (SRS) advise on annual examination of all children between the prepubertal period and 14 years of age. American academy of pediatrics (AAP), recommend a screening school children program between 10 to 16 years of age. These societies reported that school scans were necessary and useful for scoliosis, they emphasize on the benefits of receiving an early diagnosis and treatment of spinal deformities; thus, avoiding future surgical interventions. Conclusions: Early diagnosis of scoliosis and assessment of the risk of curve progression is critical in school aged children. There is still a need for a large cohort study to ensure reliable consequences of school scoliosis screening programs.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48362867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Previous research has demonstrated that oppositional defiant disorder is a strong predictor of mental illness that causes significant distress for adolescents, who manifest this disorder and pose remarkable costs for the society.Objectives: The aim of this study was to design and test a model of some antecedents (secure attachment and insecure attachment, early trauma, behavioral activation system, behavioral inhibition system, schema, emotion regulation, and callous-unemotional) and consequences (aggression, conduct disorder, educational performance, and vandalism) of oppositional defiant disorder.Methods: The sample consisted of 320 high school students of Dezfoul, who were selected by multistage random sampling. The instruments included the oppositional defiant behavioral inventory, revised adult scale (RAAS), Early Trauma Inventory, Carver and White Behavioral Activation System/Behavioral Inhibition system, Young’s Schema Questionnaire - Short Form, difficulties in emotion regulation scale (DERS), Callous-Unemotional trait inventory, Boss and Perry aggression questionnaire, child behavior checklist (CBCL), and questionnaire of vandalism. Structural equation modeling through AMOS 22 and SPSS 22 were used for data analysis.Results: Results showed that the model with some modification had good fit with the data and model indicators (χ 2/df = 3.24, GFI= 0.90, RMSEA= 0.07) improved. Six out of 20 direct paths were not significant, and were omitted from the model. Two out of nine indirect paths were omitted and the rest of the paths were confirmed.Conclusions: The results showed that the model fitted the data with some amendments.
{"title":"Designing and Testing a Model of Some Precedents and Consequences of Oppositional Defiant Disorder in High School Students","authors":"Arezoo Paliziyan, M. M. Honarmand, N. Arshadi","doi":"10.5812/INTJSH.68836","DOIUrl":"https://doi.org/10.5812/INTJSH.68836","url":null,"abstract":"Background: Previous research has demonstrated that oppositional defiant disorder is a strong predictor of mental illness that causes significant distress for adolescents, who manifest this disorder and pose remarkable costs for the society.Objectives: The aim of this study was to design and test a model of some antecedents (secure attachment and insecure attachment, early trauma, behavioral activation system, behavioral inhibition system, schema, emotion regulation, and callous-unemotional) and consequences (aggression, conduct disorder, educational performance, and vandalism) of oppositional defiant disorder.Methods: The sample consisted of 320 high school students of Dezfoul, who were selected by multistage random sampling. The instruments included the oppositional defiant behavioral inventory, revised adult scale (RAAS), Early Trauma Inventory, Carver and White Behavioral Activation System/Behavioral Inhibition system, Young’s Schema Questionnaire - Short Form, difficulties in emotion regulation scale (DERS), Callous-Unemotional trait inventory, Boss and Perry aggression questionnaire, child behavior checklist (CBCL), and questionnaire of vandalism. Structural equation modeling through AMOS 22 and SPSS 22 were used for data analysis.Results: Results showed that the model with some modification had good fit with the data and model indicators (χ 2/df = 3.24, GFI= 0.90, RMSEA= 0.07) improved. Six out of 20 direct paths were not significant, and were omitted from the model. Two out of nine indirect paths were omitted and the rest of the paths were confirmed.Conclusions: The results showed that the model fitted the data with some amendments.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47560925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Indoor environment, in which we are located, influences our psychological responses, like stress. Thermal comfort is one of the most important factors determining the quality of indoor environment, obtained by calculating predicted mean vote (PMV) and predicted percentage of dissatisfaction (PPD) in a steady-state approach. Several studies revealed that hot or cold temperature (°C) could increase stress. However, other climatic thermal comfort factors like relative humidity (%) and air velocity (m/s) have not been well researched in this regard. Objectives: The purpose of this study was to investigate the immediate effects of undesirable thermal comfort on stress by measuring salivary alpha-amylase levels (sAA) in female high school students. Methods: The present study was conducted in a semi-experimental design with pre-test and post-test and control group. The sample size was 390 female high school students, who were selected by multi-stage cluster random sampling, during years 2016 and 2017, in Shiraz, Iran. Students were divided to intervention and control groups. In the intervention group, thermal comfort was interfered by changing temperature, relative humidity, and air velocity for two hours. Saliva was collected by Cocorometer’s strip and sAA was measured by a hand-held device, Cocorometer (Nipro Co, Osaka, Japan). The pre-test and post-test were compared with each other. Thermal comfort in classrooms was measured by a steady-state model, PMV/PPD index, and data was analyzed by Analysis of Covariance (ANCOVA). Results: Interfering in temperatures and humidity at an average of 4.8°C and 36% for two hours in the intervention group caused thermal comfort to be in an unfavorable range (PMV > +0.5) and dissatisfaction was more than desirable (PPD > 10%). In the intervention group, when the intervention took place at the temperature, relative humidity, air velocity, and the synchronous effect of these three variables (TRHAV), the mean sAA was 43.57, 42.74, 44.23, and 45.93 (KU/L) in the pre-test and 55.91, 52.35, 44.89 and 61.99 (KU/L) in the post-test. Also, in the control group, the mean sAA was 44.73, 47.03, 43.38, and 44.36 (KU/L) in pre-test and 44.04, 47.19, 43.83, and 43.77 (KU/L) in the post-test. The sAA was significantly increased in the intervention group when thermal comfort and its climatic variables, including temperature (P < 0.001) and relative humidity (P < 0.001), was undesirable. No Significant increase was observed in air velocity (P = 0.659). In the control group, the mean sAA did not change significantly in pre-test and post-test. Conclusions: Undesirable thermal comfort increased stress in female high school students. Stress was affected by temperature, relative humidity and the synchronous effect of temperature, relative humidity, and air velocity yet not air velocity, individually.
{"title":"The Effect of Thermal Comfort on Stress in Female High School Students","authors":"N. Najafi, K. Movahed, Z. Barzegar, S. Samani","doi":"10.5812/intjsh.67539","DOIUrl":"https://doi.org/10.5812/intjsh.67539","url":null,"abstract":"Background: Indoor environment, in which we are located, influences our psychological responses, like stress. Thermal comfort is one of the most important factors determining the quality of indoor environment, obtained by calculating predicted mean vote (PMV) and predicted percentage of dissatisfaction (PPD) in a steady-state approach. Several studies revealed that hot or cold temperature (°C) could increase stress. However, other climatic thermal comfort factors like relative humidity (%) and air velocity (m/s) have not been well researched in this regard. Objectives: The purpose of this study was to investigate the immediate effects of undesirable thermal comfort on stress by measuring salivary alpha-amylase levels (sAA) in female high school students. Methods: The present study was conducted in a semi-experimental design with pre-test and post-test and control group. The sample size was 390 female high school students, who were selected by multi-stage cluster random sampling, during years 2016 and 2017, in Shiraz, Iran. Students were divided to intervention and control groups. In the intervention group, thermal comfort was interfered by changing temperature, relative humidity, and air velocity for two hours. Saliva was collected by Cocorometer’s strip and sAA was measured by a hand-held device, Cocorometer (Nipro Co, Osaka, Japan). The pre-test and post-test were compared with each other. Thermal comfort in classrooms was measured by a steady-state model, PMV/PPD index, and data was analyzed by Analysis of Covariance (ANCOVA). Results: Interfering in temperatures and humidity at an average of 4.8°C and 36% for two hours in the intervention group caused thermal comfort to be in an unfavorable range (PMV > +0.5) and dissatisfaction was more than desirable (PPD > 10%). In the intervention group, when the intervention took place at the temperature, relative humidity, air velocity, and the synchronous effect of these three variables (TRHAV), the mean sAA was 43.57, 42.74, 44.23, and 45.93 (KU/L) in the pre-test and 55.91, 52.35, 44.89 and 61.99 (KU/L) in the post-test. Also, in the control group, the mean sAA was 44.73, 47.03, 43.38, and 44.36 (KU/L) in pre-test and 44.04, 47.19, 43.83, and 43.77 (KU/L) in the post-test. The sAA was significantly increased in the intervention group when thermal comfort and its climatic variables, including temperature (P < 0.001) and relative humidity (P < 0.001), was undesirable. No Significant increase was observed in air velocity (P = 0.659). In the control group, the mean sAA did not change significantly in pre-test and post-test. Conclusions: Undesirable thermal comfort increased stress in female high school students. Stress was affected by temperature, relative humidity and the synchronous effect of temperature, relative humidity, and air velocity yet not air velocity, individually.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48933625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The external focus of attention is one of the most important and effective variables of performance and motor learning. Objectives : The current study aimed at comparing the effects of external focus of attention with instructions, instructional self-talk, and augmented feedback strategies on motor learning in 10-year-old male students. Methods: Sixty students (with the mean age of 10.10 ± 0.20 years) participated in the current study voluntarily as the study samples and were randomly divided into four groups of 15 students (three experimental groups and one control group). Participants practiced overarm throwing using their non-dominant arm. In the training phase, the subjects were trained for 300 throws in five sessions (60 attempts per session) and then, they performed a retention test. One-way analysis of variance (ANOVA) was used to determine the difference between the groups. In order to investigate the intervening effects in the four groups within the pre-test, post-test, retention stages, repeated measures ANOVA and in order to determine the differences between the groups, Bonferroni post-hoc test was applied. Results: The results showed that all groups except the control group progressed in post-test and retention tests. On both tests (post-test and retention), the augmented feedback group showed the greatest throwing accuracy (P < 0.001). Also, the accuracy scores of the instructional self-talk and instruction groups were better than those of the control group (P < 0.001). Conclusions: The findings of the current study showed that the external focus of attention with the augmented feedback method was the best strategy to take advantage of the external focus of attention on motor learning in 10-year-old male students.
{"title":"The Effects of Attentional Strategies (Augmented feedback, Instructional Self-talk, and Instruction) on Motor Learning in Ten-Year-Old Children","authors":"S. Nasiri, M. Shahbazi","doi":"10.5812/INTJSH.69377","DOIUrl":"https://doi.org/10.5812/INTJSH.69377","url":null,"abstract":"Background: The external focus of attention is one of the most important and effective variables of performance and motor learning. Objectives : The current study aimed at comparing the effects of external focus of attention with instructions, instructional self-talk, and augmented feedback strategies on motor learning in 10-year-old male students. \u0000Methods: Sixty students (with the mean age of 10.10 ± 0.20 years) participated in the current study voluntarily as the study samples and were randomly divided into four groups of 15 students (three experimental groups and one control group). Participants practiced overarm throwing using their non-dominant arm. In the training phase, the subjects were trained for 300 throws in five sessions (60 attempts per session) and then, they performed a retention test. One-way analysis of variance (ANOVA) was used to determine the difference between the groups. In order to investigate the intervening effects in the four groups within the pre-test, post-test, retention stages, repeated measures ANOVA and in order to determine the differences between the groups, Bonferroni post-hoc test was applied. \u0000Results: The results showed that all groups except the control group progressed in post-test and retention tests. On both tests (post-test and retention), the augmented feedback group showed the greatest throwing accuracy (P < 0.001). Also, the accuracy scores of the instructional self-talk and instruction groups were better than those of the control group (P < 0.001). \u0000Conclusions: The findings of the current study showed that the external focus of attention with the augmented feedback method was the best strategy to take advantage of the external focus of attention on motor learning in 10-year-old male students.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43430675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Gunter, J. Jackson, P. A. Nader, Deborah H. John
Background: The importance of school settings for obesity prevention efforts may be most critical in low-income rural areas where healthy eating and physical activity (PA) resources are scarce. This study examined the association of rural elementary school environmental characteristics with children’s PA behaviors at school. Methods: Analyses were based on objectively measured height, weight, and PA data from 1443 first to sixth graders attending six rural elementary schools in Oregon. The School Physical Activity and Nutrition Environment Tool (SPAN-ET) was used to measure elementary school PA policy, practice, and physical environments. Multivariable linear regressions were used to examine associations of 29 SPAN-ET PA measurement criteria, with total PA (light, moderate, vigorous; min/d), and moderate-to-vigorous PA (MVPA; min/d), adjusting for child sex, age, and BMI z-score. Results: Our final sample included 755 boys and 688 girls (9 ± 1.7 years); Of them, 16% were overweight and 21% obese. Total PA was positively associated with 21 SPAN-ET PA criteria (unadjusted P value ranged from 0.7 to 0.001; adjusted P < 0.0125); 15 criteria were positively associated with MVPA (unadjusted P value ranged from 0.313 to 0.001; adjusted P < 0.00625). Conclusions: Characteristics of rural school environments are associated with children’s PA behaviors at school. Structured physical education, classroom-based PA, PA messaging, and adequate indoor/outdoor space are important correlates of PA in rural
{"title":"The Association of Rural Elementary School Environmental Characteristics with Children’s Physical Activity Levels at School","authors":"K. Gunter, J. Jackson, P. A. Nader, Deborah H. John","doi":"10.5812/INTJSH.58213","DOIUrl":"https://doi.org/10.5812/INTJSH.58213","url":null,"abstract":"Background: The importance of school settings for obesity prevention efforts may be most critical in low-income rural areas where healthy eating and physical activity (PA) resources are scarce. This study examined the association of rural elementary school environmental characteristics with children’s PA behaviors at school. Methods: Analyses were based on objectively measured height, weight, and PA data from 1443 first to sixth graders attending six rural elementary schools in Oregon. The School Physical Activity and Nutrition Environment Tool (SPAN-ET) was used to measure elementary school PA policy, practice, and physical environments. Multivariable linear regressions were used to examine associations of 29 SPAN-ET PA measurement criteria, with total PA (light, moderate, vigorous; min/d), and moderate-to-vigorous PA (MVPA; min/d), adjusting for child sex, age, and BMI z-score. Results: Our final sample included 755 boys and 688 girls (9 ± 1.7 years); Of them, 16% were overweight and 21% obese. Total PA was positively associated with 21 SPAN-ET PA criteria (unadjusted P value ranged from 0.7 to 0.001; adjusted P < 0.0125); 15 criteria were positively associated with MVPA (unadjusted P value ranged from 0.313 to 0.001; adjusted P < 0.00625). Conclusions: Characteristics of rural school environments are associated with children’s PA behaviors at school. Structured physical education, classroom-based PA, PA messaging, and adequate indoor/outdoor space are important correlates of PA in rural","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43092104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Teaching at schools are perceived stressful and a number of teachers in many countries leave school due to stressful conditions. Facingstressfulconditionsinthelongtermmaycauseteacherstoexperienceaburnout. Thepurposeofthisstudywasto examinethepredictionofburnoutinprimaryandsecondaryteachersbasedonvariousstressfulconditionsattheschoolworkplace, such as personal stressors, professional distress, discipline and motivation, emotional manifestations, behavioral manifestations, as well as physiological fatigue manifestations. Methods: A total of 107 elementary and high school teachers participated in this study. They were recruited from different schools inZarrin-Dasht-Fars, usingconveniencesampling. Theteacherswerechosenfromatotalof 6schools. Participantscompletedthe teacherstressinventory(TSI)andMaslachBurnoutInventory(MBI).TheTSIconsistsof 49itemsmeasuringstress-relatedproblems. TheMBIcomprisedof 22andassess3dimensionincludingemotionalexhaustion,depersonalization,andlackof asenseof personal achievement. The mean, standard deviations, frequency, percentage, and multiple regression analysis were used to analyze data using SPSS (version 18). Results: Findingsshowedthatthemajorityof teachersexperiencedwork-relatedstress. Thehighestdegreeof stresswasrelatedto professional distress (M = 3.48) followed by personal distress (M = 2.92), discipline as well as motivation (M = 2.28), job involvement (M = 2.22), and time management (M = 2.15). Male teachers experienced more occupational stress than female teachers. Those with moreyearsofexperiencealsohadahigherlevelofburnouts. Findingsindicatedthatage,jobinvolvement,emotionalmanifestation, discipline, and professional distress significantly predicted burnouts among the teachers in the study, while other independent variables such as personal distress and time management did not predict the burnout. Conclusions: This study indicated that a large proportion of the teachers experienced occupational stress. Findings also showed that professional stress or work-related stress was the most important stressors as perceived by the teachers. The findings of this research confirm the significance of teaching related stress as a factor influencing teachers’ well - being.
{"title":"Association Between Work - Related Stress and Burnout Among a Group of the Elementary and High School Teachers in Zarrin - Dasht - Fars","authors":"A. Aflakseir, Olya Nemati","doi":"10.5812/INTJSH.64096","DOIUrl":"https://doi.org/10.5812/INTJSH.64096","url":null,"abstract":"Background: Teaching at schools are perceived stressful and a number of teachers in many countries leave school due to stressful conditions. Facingstressfulconditionsinthelongtermmaycauseteacherstoexperienceaburnout. Thepurposeofthisstudywasto examinethepredictionofburnoutinprimaryandsecondaryteachersbasedonvariousstressfulconditionsattheschoolworkplace, such as personal stressors, professional distress, discipline and motivation, emotional manifestations, behavioral manifestations, as well as physiological fatigue manifestations. Methods: A total of 107 elementary and high school teachers participated in this study. They were recruited from different schools inZarrin-Dasht-Fars, usingconveniencesampling. Theteacherswerechosenfromatotalof 6schools. Participantscompletedthe teacherstressinventory(TSI)andMaslachBurnoutInventory(MBI).TheTSIconsistsof 49itemsmeasuringstress-relatedproblems. TheMBIcomprisedof 22andassess3dimensionincludingemotionalexhaustion,depersonalization,andlackof asenseof personal achievement. The mean, standard deviations, frequency, percentage, and multiple regression analysis were used to analyze data using SPSS (version 18). Results: Findingsshowedthatthemajorityof teachersexperiencedwork-relatedstress. Thehighestdegreeof stresswasrelatedto professional distress (M = 3.48) followed by personal distress (M = 2.92), discipline as well as motivation (M = 2.28), job involvement (M = 2.22), and time management (M = 2.15). Male teachers experienced more occupational stress than female teachers. Those with moreyearsofexperiencealsohadahigherlevelofburnouts. Findingsindicatedthatage,jobinvolvement,emotionalmanifestation, discipline, and professional distress significantly predicted burnouts among the teachers in the study, while other independent variables such as personal distress and time management did not predict the burnout. Conclusions: This study indicated that a large proportion of the teachers experienced occupational stress. Findings also showed that professional stress or work-related stress was the most important stressors as perceived by the teachers. The findings of this research confirm the significance of teaching related stress as a factor influencing teachers’ well - being.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49167276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Environmental variables are one of the main factors affecting stress. This research aimed to determine environmental factors affecting students’ stress in the educational environment in Shiraz, Iran, in the framework of survey research. Methods: The study included a sample of 246 female high school students who were selected by multi-stage cluster sampling from a Shiraz-based educational district. As a tool for collecting data, a questionnaire was prepared by reviewing the relevant literature and in accordance with the research objectives. Cronbach’s alpha coefficient was calculated to determine the reliability of the questionnaire, which was equal to 0.72, showing a good reliability. The content validity of the questionnaire was also verified by experts and faculty related to the subject. In order to investigate the construct validity, after examining the internal consistency of the questions, the questionnaire was analyzed using the main components method. Based on the results of factor analysis, four factors including thermal comfort, physical factors, environmental interventions, and security were extracted. Data analysis was done by SPSS 21. The effect of environmental factors on student stress was investigated using one-sample T-test for each of the factors. In addition, Friedman test was used to study the importance of the environmental factors referring to each other. Results: From the viewpoint of students, thermal comfort (P value < 0.001), physical factors (P value < 0.001), security (P value < 0.001), and environmental interveners (P value < 0.001) comprised more than 60% of the factors affecting students’ stress in the classroom. In addition, average rating (AR) of the environmental variable was as follows: environmental interveners (AR = 3.31), thermal comfort (AR = 2.62), physical factors (AR = 2.50), and security (AR = 1.57). Conclusions: Environmental factors such as environmental interveners, thermal comfort, physical factors, and security could affect female high school student’s stress expressed in the order of importance. They should be taken into consideration by designers of educational spaces.
{"title":"Environmental Factors Affecting Students’ Stress in the Educational Environment: A Case Study of Shiraz Schools","authors":"N. Najafi, K. Movahed, Z. Barzegar, S. Samani","doi":"10.5812/INTJSH.67153","DOIUrl":"https://doi.org/10.5812/INTJSH.67153","url":null,"abstract":"Background: Environmental variables are one of the main factors affecting stress. This research aimed to determine environmental factors affecting students’ stress in the educational environment in Shiraz, Iran, in the framework of survey research. Methods: The study included a sample of 246 female high school students who were selected by multi-stage cluster sampling from a Shiraz-based educational district. As a tool for collecting data, a questionnaire was prepared by reviewing the relevant literature and in accordance with the research objectives. Cronbach’s alpha coefficient was calculated to determine the reliability of the questionnaire, which was equal to 0.72, showing a good reliability. The content validity of the questionnaire was also verified by experts and faculty related to the subject. In order to investigate the construct validity, after examining the internal consistency of the questions, the questionnaire was analyzed using the main components method. Based on the results of factor analysis, four factors including thermal comfort, physical factors, environmental interventions, and security were extracted. Data analysis was done by SPSS 21. The effect of environmental factors on student stress was investigated using one-sample T-test for each of the factors. In addition, Friedman test was used to study the importance of the environmental factors referring to each other. Results: From the viewpoint of students, thermal comfort (P value < 0.001), physical factors (P value < 0.001), security (P value < 0.001), and environmental interveners (P value < 0.001) comprised more than 60% of the factors affecting students’ stress in the classroom. In addition, average rating (AR) of the environmental variable was as follows: environmental interveners (AR = 3.31), thermal comfort (AR = 2.62), physical factors (AR = 2.50), and security (AR = 1.57). Conclusions: Environmental factors such as environmental interveners, thermal comfort, physical factors, and security could affect female high school student’s stress expressed in the order of importance. They should be taken into consideration by designers of educational spaces.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45527608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The concept of educational stress is considered an important construct in education and has attracted the attention of many researchers. Objectives: This research was conducted with the goal of investigating validity, reliability, and factor structure of Sun, Dunne, Hou and Xu educational stress scale in Iranian high school students. Methods: By using random cluster sampling, 300 high school students (male and female) were selected from Babolsar city as participants for this research. Participants completed the educational stress scale and data were analyzed using Amos (v. 22) and SPSS (v. 22) software. Factor analysis was performed by exploratory and confirmatory analysis. Results: The results of factor analysis revealed the presence of 4 dimensions (workload and pressure from study, self-expectation, worry about grades, and despondency). The internal consistency estimate of reliability for this scale and subscales were in the range of 0.63 to 0.80. Conclusions: The results illustrated that this scale has goodness of fit and could be applied in related research.
{"title":"A Study of Factor Structure and Psychometric Adequacy of the Educational Stress Scale (ESS)","authors":"A. Akbari, F. Baezzat, Roya Abbasi-Asl","doi":"10.5812/INTJSH.63128","DOIUrl":"https://doi.org/10.5812/INTJSH.63128","url":null,"abstract":"Background: The concept of educational stress is considered an important construct in education and has attracted the attention of many researchers. \u0000Objectives: This research was conducted with the goal of investigating validity, reliability, and factor structure of Sun, Dunne, Hou and Xu educational stress scale in Iranian high school students. \u0000Methods: By using random cluster sampling, 300 high school students (male and female) were selected from Babolsar city as participants for this research. Participants completed the educational stress scale and data were analyzed using Amos (v. 22) and SPSS (v. 22) software. Factor analysis was performed by exploratory and confirmatory analysis. \u0000Results: The results of factor analysis revealed the presence of 4 dimensions (workload and pressure from study, self-expectation, worry about grades, and despondency). The internal consistency estimate of reliability for this scale and subscales were in the range of 0.63 to 0.80. \u0000Conclusions: The results illustrated that this scale has goodness of fit and could be applied in related research.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"5 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42112671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Research on body image objectification in Nigeria is scanty, particularly with regards to disordered eating attitudes. Thus, this study examined the relationship between the 2 constructs among secondary school students in the country. Methods: Overall, 270 students were selected through convenience sampling from 3 schools randomly selected from a local government area in South West Nigeria, and completed a questionnaire containing the 26-item eating attitudes test (EAT-26) and objectified body consciousness scale (OBCS). The students were classified to 2 groups using the EAT-26 cut-off point of 20, and the differences in the mean scores of the 3 sub-scales of OBCS were determined between the groups. Results: There were more females than males (56.7% vs. 43.3%) with a mean age of 16.1 years. Eighty-five students scored above the cut-off point of 20, thus, prevalence rate of disordered eating attitudes was 31.5%. There was no significant association between the socio-demographic variables and disordered eating attitudes. The appearance control belief (a subscale of OBCS) was significantly lower in students with disordered eating attitudes (t = 2.18, P = 0.03), whereas, the remaining 2 subscales of OBCS was not significantly associated with disordered eating attitudes. Conclusions: Appearance control belief seems to be the most important in the eating attitudes of Nigerian adolescents in self-objectification. However, more research is needed to shed more light on this matter.
{"title":"Body Image Objectification and Disordered Eating Attitudes Among Secondary School Students of South-West Nigeria","authors":"O. Koleoso, O. Akanni, Joy O James","doi":"10.5812/INTJSH.66891","DOIUrl":"https://doi.org/10.5812/INTJSH.66891","url":null,"abstract":"Background: Research on body image objectification in Nigeria is scanty, particularly with regards to disordered eating attitudes. Thus, this study examined the relationship between the 2 constructs among secondary school students in the country. \u0000Methods: Overall, 270 students were selected through convenience sampling from 3 schools randomly selected from a local government area in South West Nigeria, and completed a questionnaire containing the 26-item eating attitudes test (EAT-26) and objectified body consciousness scale (OBCS). The students were classified to 2 groups using the EAT-26 cut-off point of 20, and the differences in the mean scores of the 3 sub-scales of OBCS were determined between the groups. \u0000Results: There were more females than males (56.7% vs. 43.3%) with a mean age of 16.1 years. Eighty-five students scored above the cut-off point of 20, thus, prevalence rate of disordered eating attitudes was 31.5%. There was no significant association between the socio-demographic variables and disordered eating attitudes. The appearance control belief (a subscale of OBCS) was significantly lower in students with disordered eating attitudes (t = 2.18, P = 0.03), whereas, the remaining 2 subscales of OBCS was not significantly associated with disordered eating attitudes. \u0000Conclusions: Appearance control belief seems to be the most important in the eating attitudes of Nigerian adolescents in self-objectification. However, more research is needed to shed more light on this matter.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"5 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44686750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Studiesthathaveevaluatedexecutivefunctionsanddietarybehaviorsinschool-agedchildrenhavefoundthatdeficits inexecutivefunctionsarecorrelatedwithgreaterintakeof high-caloric-low-nutritionalfoodsandsnacksandlowerconsumptionof fruits and vegetables. However, since these studies analyzed executive functioning as a unidimensional outcome variable, the cor-relationsbetweendietarybehaviorsandspecificdomainsof executivefunctioningwerenotevaluated. Theobjectiveof thepresent studywastoassesstheassociationsbetweendietarybehaviorsandthreedomainsof executivefunctioning(i.e.,inhibition,working memory, planning/initiation skills) in a sample of school-aged children. Methods: Inthiscross-sectionalstudy,one-hundred-two,8thgradestudentsfromapublicmiddleschoolintheUnitedStates(mean age=13.91; SD=0.51; 62.7% female)completedademographicquestionnaire, aself-reportmeasureof executivefunctioning(Behav-ior rating inventory of executive function-BRIEF), and self-report measures of dietary behaviors (adolescent food habits checklist, dietsubscaleof thesummaryof diabetesself-careactivitiesquestionnaire). Theirparentscompletedtheparentversionof theBRIEF. Pearson correlations and multiple linear regression analysis were conducted. Results: After controlling demographic factors (e.g., gender, race/ethnicity, parent education), self-reported planning/initiation skills were associated with healthier eating habits (unstandardized estimate = -0.16; P < 0.01). Conclusions: Thesefindingsunderscoretheneedforresearchevaluatingtheefficacyof techniqueslikeimplementationintentions that target planning/initiation skills in order to increase the consumption of healthy foods in school-aged children.
{"title":"Executive Functions and Dietary Behaviors in School-Aged Children","authors":"C. Limbers, Kaitlyn N. Egan, L. A. Cohen","doi":"10.5812/INTJSH.61194","DOIUrl":"https://doi.org/10.5812/INTJSH.61194","url":null,"abstract":"Background: Studiesthathaveevaluatedexecutivefunctionsanddietarybehaviorsinschool-agedchildrenhavefoundthatdeficits inexecutivefunctionsarecorrelatedwithgreaterintakeof high-caloric-low-nutritionalfoodsandsnacksandlowerconsumptionof fruits and vegetables. However, since these studies analyzed executive functioning as a unidimensional outcome variable, the cor-relationsbetweendietarybehaviorsandspecificdomainsof executivefunctioningwerenotevaluated. Theobjectiveof thepresent studywastoassesstheassociationsbetweendietarybehaviorsandthreedomainsof executivefunctioning(i.e.,inhibition,working memory, planning/initiation skills) in a sample of school-aged children. Methods: Inthiscross-sectionalstudy,one-hundred-two,8thgradestudentsfromapublicmiddleschoolintheUnitedStates(mean age=13.91; SD=0.51; 62.7% female)completedademographicquestionnaire, aself-reportmeasureof executivefunctioning(Behav-ior rating inventory of executive function-BRIEF), and self-report measures of dietary behaviors (adolescent food habits checklist, dietsubscaleof thesummaryof diabetesself-careactivitiesquestionnaire). Theirparentscompletedtheparentversionof theBRIEF. Pearson correlations and multiple linear regression analysis were conducted. Results: After controlling demographic factors (e.g., gender, race/ethnicity, parent education), self-reported planning/initiation skills were associated with healthier eating habits (unstandardized estimate = -0.16; P < 0.01). Conclusions: Thesefindingsunderscoretheneedforresearchevaluatingtheefficacyof techniqueslikeimplementationintentions that target planning/initiation skills in order to increase the consumption of healthy foods in school-aged children.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42246832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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