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Effects of Gender and Age Interaction on Sense of Coherence and Subjective Well-Being of Senior High School Students in Northern Ghana
By Edmond Kwesi Agormedah
Though several studies have established the effect of gender and age on the sense of coherence (SoC) and subjective well-being (SWB) among diverse populations, findings have been varied and inconclusive. These inconsistencies have been attributed to the differences in sample characteristics, methodological and cultural disparities. Thus, the present study assessed the following: (1) gender and age effect on SoC, (2) gender and age effect on SWB, and (3) moderating roles of gender and age in the link between SoC and SWB. Through a stratified sampling technique, 724 selected high school students from secondary schools in Northern Ghana completed the World Health Organization-5 Well-Being and Sense of Coherence instruments. The results showed that female students exhibited higher levels of SoC compared to their male counterparts. Whereas younger male and female students showed no significant difference in SWB levels, older female students, compared to older males, exhibited high levels of SWB. Age significantly moderated the relationship between SoC and SWB. With the same level of SoC, younger students were more likely to exhibit higher SWB compared to older ones. The findings call for sustainable gender- and age-based interventions because students subjectively develop SoC mechanisms for improving their well-being. © 2024 by the authors.
Gender-Based Biopsychosocial Correlates of Truancy in Physical Education: A National Survey among Adolescents in Benin
By Medina Srem-Sai
Truancy among in-school adolescents has long been established as a major issue that negatively impacts educational attainment or goals and mental health-related issues. However, research on subjects such as physical education (PE) truancy and its correlates is somewhat limited. This study estimated the prevalence of PE and assessed the factors associated with PE truancy in Benin among in-school adolescents. The 2016 Benin’s Global School-Based Health Survey (GSHS) data from a sample of in-school adolescents (n = 2496; 13–17 years) were used for data analysis. The overall prevalence of past 30-day truancy in PE class was 15.4%, with female adolescents reporting a higher prevalence of PE truancy than their male counterparts. Stratified by gender, the regression analyses showed that males in 3rd–6th grade (aOR = 0.69, CI = 0.50–0.96) experiencing hunger (aOR = 0.51, CI = 0.32–0.81) and having suicidal ideations (aOR = 1.64, CI = 1.07–2.53) predisposed adolescents to PE truant behaviour. For female in-school adolescents experiencing hunger (aOR = 1.75, CI = 1.15–2.65), drinking alcohol (aOR = 0.62, CI = 0.44–0.87), having sedentary lifestyles (aOR = 0.62, CI = 0.40–0.96), and being physically attacked (aOR = 0.53, CI = 0.33–0.87) were significantly associated with PE truancy. However, understanding and supportive parents [aOR = 0.61, 95% CI = 0.41–0.91] was a protective factor against PE truancy. The present findings suggest the design of gender-sensitive school-based interventions to help minimise or prevent PE truancy among in-school adolescents in Benin based on the predisposing factors while emphasising the protective influences. © 2024 by the authors.
COVID?19?Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In?Person Lessons: Effects of Potential Moderators
By John Elvis Hagan, Jr.
The COVID?19 pandemic has resulted in heightened anxiety levels among teachers, especially regarding PE teachers who are required to engage students in practical in?person or contact teaching lessons. Previous research showed that these levels of anxiety among PE teachers appeared to be explained by the interplay between COVID?19 knowledge, workplace safety perception, and educational qualification. This study assessed the relationship between COVID?19?related knowledge and anxiety response among PE teachers during such practical lessons while moderating the effects of workplace safety perception and educational qualification within the relationship. The study conveniently recruited 160 PE teachers to solicit responses through both online and printed questionnaires. Using correlation and linear regression analyses, the study revealed a significant negative relationship between COVID?19?related knowledge and anxiety response among PE teachers. The educational qualification of PE teachers did not significantly moderate the association between COVID?19?related knowledge and anxiety response. Workplace safety perception significantly moderated the association between COVID?19?related knowledge and anxiety response among PE teachers. The findings remind educational authorities about the essence of creating a positive and safe working environment conducive to academic work. Achieving this goal requires the provision of adequate COVID?19 management logistics (e.g., personal protective equipment, hand sanitizers) by educational authorities for PE teachers to maintain safety practices and optimal learning conditions. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
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