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Journal articles on the topic 'Students at risk'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Burke, Constance. "Students at Risk." Journal of Physician Assistant Education 29, no. 1 (2018): 49–51. http://dx.doi.org/10.1097/jpa.0000000000000186.

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2

James, Carl E. "Students “at Risk”." Urban Education 47, no. 2 (2011): 464–94. http://dx.doi.org/10.1177/0042085911429084.

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3

Reed, Suellen B., and Nancy C. Hudepohl. "HIGH-RISK STUDENTS." Nurse Educator 10, no. 5 (1985): 32–38. http://dx.doi.org/10.1097/00006223-198509000-00014.

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4

Johnson, Genevieve Marie. "Students at Risk." School Psychology International 19, no. 3 (1998): 221–37. http://dx.doi.org/10.1177/0143034398193003.

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5

Stuenkel, Diane L. "At-risk Students." Nurse Educator 31, no. 5 (2006): 207–12. http://dx.doi.org/10.1097/00006223-200609000-00007.

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6

Weihe, Paul. "Helping Students Understand Risk." Journal of Natural Resources and Life Sciences Education 35, no. 1 (2006): 1–4. http://dx.doi.org/10.2134/jnrlse2006.0001.

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7

Dancer, Diane M., and Denzil G. Fiebig. "Modelling Students at Risk." Australian Economic Papers 43, no. 2 (2004): 158–73. http://dx.doi.org/10.1111/j.1467-8454.2004.00222.x.

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8

Ross, Beverly, Ann Nice, Frederick E. May, and Diane M. Billings. "Assisting Students at Risk." Nurse Educator 21, no. 2 (1996): 39–43. http://dx.doi.org/10.1097/00006223-199603000-00013.

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9

Sweeney, Tim. "Helping At-Risk Students." NASSP Bulletin 74, no. 529 (1990): 120. http://dx.doi.org/10.1177/019263659007452924.

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10

Polkinghorn, Robert. "Accelerating “At-Risk” students." Journal of Labor Research 13, no. 1 (1992): 11–16. http://dx.doi.org/10.1007/bf02685445.

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11

Uroff, Shayle, and Brad Greene. "A Low-Risk Approach to High-Risk Students." NASSP Bulletin 75, no. 538 (1991): 50–58. http://dx.doi.org/10.1177/019263659107553809.

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12

Brown, Emma J. "College Students' AIDS Risk Perception." Journal of Psychosocial Nursing and Mental Health Services 36, no. 9 (1998): 25–30. http://dx.doi.org/10.3928/0279-3695-19980901-16.

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13

Howells, Gwyn. "Tuberculosis: medical students at risk." Medical Journal of Australia 161, no. 3 (1994): 225. http://dx.doi.org/10.5694/j.1326-5377.1994.tb127389.x.

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14

Wilkins, Doug, Ann J. Woolcock, and Yvonne E. Cossart. "Tuberculosis: medical students at risk." Medical Journal of Australia 161, no. 3 (1994): 225. http://dx.doi.org/10.5694/j.1326-5377.1994.tb127390.x.

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15

Wilkins, Doug, Ann J. Woolcock, and Yvonne E. Cossart. "Tuberculosis: medical students at risk." Medical Journal of Australia 160, no. 7 (1994): 395–97. http://dx.doi.org/10.5694/j.1326-5377.1994.tb138261.x.

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16

Walker, Ken. "All Students Are At Risk." NASSP Bulletin 75, no. 539 (1991): 112–13. http://dx.doi.org/10.1177/019263659107553921.

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17

Slate, Stephen, and James Alm. "Are college students risk seekers?" Atlantic Economic Journal 23, no. 1 (1995): 78. http://dx.doi.org/10.1007/bf02298993.

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18

Green, Patricia C. D., and Norris S. Berry. "Songs for At-Risk Students." Soundings (Reston, VA) 5, no. 2 (1992): 15–16. http://dx.doi.org/10.1177/104837139200500207.

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19

Merrill, JM, and JI Thornby. "Medical Students” Aversion to Risk." Journal of Investigative Medicine 52, no. 1_suppl_part_4 (2001): 297. http://dx.doi.org/10.1177/108155890105201s780.

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20

Rogojan, Loredana. "Perfectionism – risk factor for students." BULETIN ŞTIINŢIFIC SERIA A Fascicula Pedagogie-Psihologie-Metodică 23 (December 31, 2023): 167–71. https://doi.org/10.37193/bs-ppm.23.15.

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In the present work, the dimensions of perfectionism and the factors that contribute to the appearance of perfectionism are addressed. The results obtained by researchers in the field, who examined the relationship between perfectionism and burn-out, and between family and student perfectionism, can be explained in terms of certain factors such as stress, parental conditioning and social expectations. At the end of the paper, some recommendations for teachers and parents are presented.

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21

Mirza, Shazia. "Impact of Mentoring on At-Risk Youth." Research in Social Sciences and Technology 3, no. 1 (2018): 36–53. http://dx.doi.org/10.46303/ressat.03.01.3.

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This study is a Qualitative case study which highlights the important role of an educational leader using mentoring and socio emotional techniques to save her student from extremist activities in name of religion. Educational leaders should be committed not only toward their students' academic enrichment but also focus on developing their student's socio emotional wellbeing. The educational leader plays a profound role toward promoting students wellbeing, giving them a message that yes we are here for you and by building in them confidence when they need it the most. Whenever at-risk youth is

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22

Chiyedath, Mary Jacob. "Prevalence and Knowledge of High Risk Behaviours among College Students." International Journal of Nursing & Midwifery Research 6, no. 4 (2020): 52–56. http://dx.doi.org/10.24321/2455.9318.201933.

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23

Lopez Jose Luis, Herrera. "Detection of Risk Factors for Eating Disorders in University Students." Clinical Dermatology Open Access Journal 8, no. 1 (2023): 1–6. http://dx.doi.org/10.23880/cdoaj-16000292.

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Eating disorders are a psychiatric pathology, considered as a health and nutrition problem, where the patient tends to present malnutrition or obesity, in the same way it is related to high rates of comorbidity and mortality. Worldwide, they have a prevalence of 5%, with the female sex being the most affected. The objective was to detect risk factors for eating disorders in university students. We worked under a quantitative research approach, non-experimental design and descriptive scope, where the EAT-26 interview was applied to 146 students from the Technical University of Ambato, while the

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24

Safrinal, Ade, Desi Surlitasari Dewi, and Aulia Putri. "Correlation between Students’ Risk-Taking Behavior and Students’ Listening Comprehension." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 6, no. 2 (2016): 131. http://dx.doi.org/10.33373/anglo.v7i2.502.

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Teachers of second language, should be aware of who their students really are. It means that teachers must comprehend diversities among their students in term of many kinds of personality traits and their links with second language skills. This study is aimed to find out the correlation between students’ risk taking behavior and their listening comprehension at fourth semester students of English Department Universitas Riau Kepulauan in the academic year of 2015/2016. The study is done with quantitative procedure by using students’ risk taking and listening comprehension’s score to obtain the

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25

Rocha, Éder Oliveira, Amanda Mendonça Marques, Luana Kelle Batista Moura, Cristina Maria Miranda de Sousa, Eucário Leite Monteiro Alves, and Gerardo Vasconcelos Mesquita. "Occupational risk involving students of health." Revista de Pesquisa Cuidado é Fundamental Online 5, no. 6 (2014): 20–27. http://dx.doi.org/10.9789/2175-5361.2013.v5i6.20-27.

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Objective: To analyze the social representations of occupational risks involving students in the area of health. Method: Exploratory research with 160 students from nursing, medicine and dentistry, through interviews. The data were processed in ALCESTE 4.8 and lexical analysis done by descending hierarchical classification. Results: In four semantic classes, namely: occupational risks involving students in the area of health, the work environment and occupational risks, exposure to accidents with sharps and adoption of standard precautions as biosecurity measures. Conclusion: Students healthca

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26

Field, James C., and Lori J. Olafson. "Understanding Resistance in Students at Risk." Canadian Journal of Education / Revue canadienne de l'éducation 24, no. 1 (1999): 70. http://dx.doi.org/10.2307/1585772.

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27

Kazanzhy, M. Y., O. V. Vdovichenko, and D. B. Hromyk. "PECULIARITIES OF RISK EXPRESSION IN STUDENTS." Habitus, no. 37 (2022): 101–5. http://dx.doi.org/10.32843/2663-5208.2022.37.18.

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28

Durán, Richard P. "Technology, Education, and At-Risk Students." Teachers College Record: The Voice of Scholarship in Education 104, no. 10 (2002): 210–30. http://dx.doi.org/10.1177/016146810210401011.

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29

Hanson, J. Robert, Harvey F. Silver, and Richard W. Strong. "Learning Styles of At-Risk Students." Music Educators Journal 78, no. 3 (1991): 30–35. http://dx.doi.org/10.2307/3398285.

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30

Tan, Joel B., and Esterlina B. G. evera. "Peer Tutorial: Championing Students at Risk." International Journal of Learning, Teaching and Educational Research 19, no. 5 (2020): 352–78. http://dx.doi.org/10.26803/ijlter.19.5.22.

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31

Sutliffe, Jay T., and Mary Jo Carnot. "Cardiovascular Risk Reduction among College Students." Family and Consumer Sciences Research Journal 39, no. 3 (2011): 256–66. http://dx.doi.org/10.1111/j.1552-3934.2010.02064.x.

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32

Gimenez, Lucero del Alba, Laura S. Degiorgio, Martín Díaz Zechín, et al. "Cardiovascular Risk Factors in University Students." Revista Argentina de Cardiologia 87, no. 3 (2019): 199–204. http://dx.doi.org/10.7775/rac.v87.i3.14397.

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33

Schneider, Dona, and Joyce Morris. "Risk-Taking Behaviors of College Students." Environment and Behavior 23, no. 5 (1991): 575–91. http://dx.doi.org/10.1177/0013916591235003.

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34

Spiegel, Ellen J. "Managing stress for at-risk students." Phi Delta Kappan 98, no. 6 (2017): 42–46. http://dx.doi.org/10.1177/0031721717696477.

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The BRIDGE Alternative Middle School in Lowell, Mass., serves students ages 12-16 who have exhibited behavioral problems in traditional school settings, including problems such as truancy, multiple suspensions, mental health issues, peer conflicts, family dysfunction, academic problems, and gang involvement. Students referred to BRIDGE are often involved with the court system and/or with the state’s Department of Children and Families, and many have been in and out of specialized hospital placements and residential or respite care facilities. When they arrive at BRIDGE, they tend not only to b

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35

Supplee, Patricia L. "Students at risk: The gifted underachiever." Roeper Review 11, no. 3 (1989): 163–66. http://dx.doi.org/10.1080/02783198909553196.

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36

Hayes, Marnell L., and Robert S. Sloat. "Gifted students at risk for suicide." Roeper Review 12, no. 2 (1989): 102–7. http://dx.doi.org/10.1080/02783198909553245.

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37

Kruger, Louis J. "Promoting Success with At-Risk Students." Special Services in the Schools 5, no. 3-4 (1990): 1–6. http://dx.doi.org/10.1300/j008v05n03_01.

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38

Wehlage, Gary. "School Reform for At‐Risk Students." Equity & Excellence in Education 25, no. 1 (1991): 15–24. http://dx.doi.org/10.1080/1066568910250104.

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39

Genesee, Fred, and Tara W. Fortune. "Bilingual education and at-risk students." Language Immersion Education 2, no. 2 (2014): 196–209. http://dx.doi.org/10.1075/jicb.2.2.03gen.

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This article reviews research that has examined the linguistic and academic outcomes of at-risk learners in bilingual/immersion programs. Specifically, we review research on at-risk students with: disadvantaged socioeconomic backgrounds, low levels of academic or general intellectual ability, poor first language ability, special education needs (including students at risk for or with language and/or reading impairment), and students who speak non-standard varieties of their first language and/or come from ethnically diverse backgrounds, including minority ethnic groups. We conclude by identify

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40

Kephart, Dean A., and Jo Elise Friedman. "Integrating Technology for At-Risk Students." Computers in the Schools 8, no. 1-3 (1991): 215–17. http://dx.doi.org/10.1300/j025v08n01_32.

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41

Merrill, J. M., and J. I. Thornby. "223 MEDICAL STUDENTS' AVERSION TO RISK." Journal of Investigative Medicine 52, Suppl 1 (2004): S297.1—S297. http://dx.doi.org/10.1136/jim-52-suppl1-776.

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42

Aksamit, Donna. "Mildly Handicapped and At-Risk Students." Academic Therapy 25, no. 3 (1990): 277–89. http://dx.doi.org/10.1177/105345129002500302.

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43

Ponticell, Judith A., and Amie Mitchel Beckett. "At-Risk Students' Perspectives on Motivation." Kappa Delta Pi Record 33, no. 4 (1997): 135–37. http://dx.doi.org/10.1080/00228958.1997.10532006.

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44

Alderman, C. Wayne, and James H. Thompson. "Communication of Audit Risk to Students." Journal of Education for Business 61, no. 7 (1986): 315–17. http://dx.doi.org/10.1080/08832323.1986.10772736.

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45

Montgomery, Glade T., and Marilyn A. Hirth. "Freshman Transition for At-Risk Students." NASSP Bulletin 95, no. 4 (2011): 245–65. http://dx.doi.org/10.1177/0192636511426618.

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46

Fuchs, Lynn S., Douglas Fuchs, and Norris Bishop. "Instructional Adaptation for Students at Risk." Journal of Educational Research 86, no. 2 (1992): 70–84. http://dx.doi.org/10.1080/00220671.1992.9941143.

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47

Rehm, Patricia A. "Reading Program Helps At-Risk Students." NASSP Bulletin 75, no. 535 (1991): 102–6. http://dx.doi.org/10.1177/019263659107553521.

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48

Valentine, Jeffrey C., Amy S. Hirschy, Christine D. Bremer, Walter Novillo, Marisa Castellano, and Aaron Banister. "Keeping At-Risk Students in School." Educational Evaluation and Policy Analysis 33, no. 2 (2011): 214–34. http://dx.doi.org/10.3102/0162373711398126.

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49

Haupt, Adam Christian, Jonathan Alt, and Samuel Buttrey. "Identifying students at risk in academics." Journal of Defense Analytics and Logistics 1, no. 1 (2017): 8–18. http://dx.doi.org/10.1108/jdal-05-2017-0008.

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Purpose This paper aims to use a data-driven approach to identify the factors and metrics that provide the best indicators of academic attrition in the Korean language program at the Defense Language Institute Foreign Language Center. Design methodology approach This research develops logistic regression models to aid in the identification of at-risk students in the Defense Language Institute’s Korean language school. Findings The results from this research demonstrates that this methodology can detect significant factors and metrics that identify students at-risk. Additionally, this research

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50

Hootstein, Edward W. "Motivating At-Risk Students to Learn." Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 2 (1996): 97–100. http://dx.doi.org/10.1080/00098655.1996.9959407.

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