AlMakadma AbdulKarim S, Ramisetty-Mikler Suhasini
Internal Medicine and Pediatric Department, Alfaisal University, College of Medicine, P.O. Box 50927, Riyadh 11533, Saudi Arabia.
Health Informatics, College of Information, University of North Texas, 3940 N. Elm St., Denton, TX, USA.
Int J Pediatr Adolesc Med. 2015 Sep-Dec;2(3-4):128-135. doi: 10.1016/j.ijpam.2015.09.004. Epub 2015 Oct 31.
School-related risk behaviours, such as school absenteeism, and engaging in violence on school property are scarcely addressed in the Kingdom. The study investigated select school behaviours, including school absenteeism, engaging in fights, and discipline for misconduct at school as well as their association with the school environment, school and home connectedness.
A school-based cross-sectional study.
A total of 1668 students were selected from high schools in Riyadh on the basis of geographical location (North, South, Middle) and type of school. In each geographical area, the two largest public schools, one private school and one international school were selected. Classrooms with a free period were selected at random, and all of the students in select classrooms were eligible to participate in the study. The study employed a self-administered survey that inquired about school behaviours and student connectedness with their parents and school.
Nearly 54% of students skipped school or cut classes for at least 1 h, and out of those students who skipped school, 37% of students skipped school for 1-3 h and 20% of students skipped school for 3 or more hours during the month prior to the survey. Thirty-eight percent of students engaged in fights on school property at least once during the past or current academic year. In addition, 37% of students were disciplined for engaging in school fights, theft or damaging school property at least once.Absenteeism increased with grade, while engaging in school fights and discipline for misconduct decreased with grade. A significantly higher proportion of males exhibited these behaviors, and students who exhibited these behaviors reported significantly lower levels of school connectedness and parental monitoring. Regression analyses suggested that school-student connectedness reduced the odds for all three risk behaviors examined in this study. Parental monitoring reduced the odds for absenteeism, and school policies reduced student involvement in school fights.
This study highlights the need to develop strategies to enhance the best practices in school settings to promote positive student behavior and school achievement. Schools and parents should be encouraged to work as a team and to recognize the importance of school connectedness in improving positive student behavior and outcomes.
在沙特王国，与学校相关的风险行为，如旷课以及在校园内实施暴力等，几乎未得到关注。本研究调查了特定的学校行为，包括旷课、打架以及在校的违纪行为，以及它们与学校环境、学校和家庭联系的关联。
一项基于学校的横断面研究。
根据地理位置（北部、南部、中部）和学校类型，从利雅得的高中选取了1668名学生。在每个地理区域，选取了两所最大的公立学校、一所私立学校和一所国际学校。随机选择有空闲时段的教室，选定教室内的所有学生都有资格参与本研究。该研究采用了一份自填式调查问卷，询问了学校行为以及学生与父母和学校的联系情况。
近54%的学生至少旷课或逃课1小时，在那些旷课的学生中，37%的学生旷课1至3小时，20%的学生在调查前一个月旷课3小时或更长时间。38%的学生在过去或当前学年至少有一次在校园内打架。此外，37%的学生因在校打架、偷窃或损坏学校财产至少被处分过一次。旷课率随年级升高而增加，而在校打架和违纪行为随年级升高而减少。表现出这些行为的男性比例显著更高，表现出这些行为的学生报告的学校联系程度和父母监督水平显著更低。回归分析表明，学校与学生的联系降低了本研究中所考察的所有三种风险行为的几率。父母监督降低了旷课的几率，学校政策减少了学生参与校园打架的情况。
本研究强调需要制定策略，以加强学校环境中的最佳实践，促进学生的积极行为和学业成就。应鼓励学校和家长携手合作，并认识到学校联系在改善学生积极行为和成果方面的重要性。
