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Summary As there has been little research in mainland China on the distinction between reactive and proactive aggression, the country's educators and social workers work with an oversimplified definition of aggression that fails to consider different subtypes, thereby preventing the development of effective interventions. There is a pressing need to learn more about the particular subtypes of reactive and proactive aggression that prevail among mainland Chinese students. Here we report the validation and generalization in China of a well-designed assessment tool, the Reactive-Proactive Aggression Questionnaire (RPQ), which is widely used in the West to measure students' reactive and proactive aggression. Our twofold objective is to determine 1) whether reactive and proactive aggression can be distinguished; and 2) whether the two-factor structure of the reactive and proactive aggression model is appropriate in a non-Western setting. This is a pioneering study designed to develop a reliable reactive/proactive aggression assessment instrument for the mainland Chinese context. Findings Consistent with the findings of previous validation studies on the RPQ, our findings indicate that reactive and proactive aggression are distinguishable in mainland China, but the factor structure differs slightly from the prior findings. Applications With modification of its factor structure, the RPQ can be considered a valid scale to measure the two dimensions of aggression in mainland China. An understanding of the distinction between them will facilitate effective treatment for aggressive students in this region.

Abstract The study was undertaken to examine the Emotional Intelligence and Academic Achievement of Secondary School Students. The sample of the study comprised of 160 secondary school students (80 boys and 80 girls) of class 10 grade selected randomly from various secondary schools of Jamshedpur city of East Singhbhum district. The study was done on the basis of locality, management, and gender. The data was analyzed with the help of mean, standard deviation, t-test and correlation. The findings of the study revealed that there is a positive correlation between emotional intelligence and academic achievement of secondary school students. The study further reveals that there is no significant difference between boys and girls with respect to emotional intelligence and also their academic achievement. Whereas it is found that there is a significant difference between rural and urban secondary school students in the aspect of emotional intelligence and academic achievement. Also, there is a significant difference found between private and government secondary School students in respect to both emotional intelligence and academic achievement.

This research explores interconnection between environmental values and environmental responsibility among young people. Basic question of this study was whether and to which degree the environmental values influence the development of the environmental responsibility By answering on this question, we want to provide guidelines for educational activities in schools which aim to develop environmental awareness among the Tamil nadu school students. The survey covered a sample of 300 students from primary and secondary government schools from Coimbatore. Students were tested on a five point type scales which examined environmental responsibility and environmental values. To assess the reliability and validity of the scales standard statistical procedures were used. The results of our study confirmed positive linear dependence between environmental values and environmental responsibility. On the basis of students environmental values 48 of their environmental responsibility can be predicted On the basis of our results, it is possible to conclude that students who believe that efficient functioning of society and the survival of life on the Earth is unimaginable without environmental protection, display desirable attitudes towards environmental responsibility. The obtained results may help to identify future directions of formal education activities regarding the improvement of personal environmental responsibility among young people. Ms. R. Geetharani | Mr. K. Somasundaram "A Study on Environmental Responsibilities among Higher Secondary School Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: https://www.ijtsrd.com/papers/ijtsrd14197.pdf

This paper investigates the impact of school variables on student political knowledge and political activity. The study is based on survey questionnaire data from 1311 secondary school students in South Australia and the Australian Capital Territory. The

This paper investigates the impact of school variables on student political knowledge and political activity. The study is based on survey questionnaire data from 1311 secondary school students in South Australia and the Australian Capital Territory. The

This study investigates the extent to which forms of prosocial behaviour and values of social responsibility are related to various domains of political culture among Australian youth. Using data from a survey of 1311 senior secondary students from the ACT and South Australia, it was found that 14 per cent had participated in one or more volunteer activities and 26 per cent scored highly on social responsibility values. Furthermore, it was found that at least one or the other of these prosocial measures was positively related to five of the six domains of political culture, the exception being the feeling of political efficacy. Students who were prosocial also manifested higher levels of political knowledge, political awareness, political activism experience, and positive attitudes towards political freedoms and towards human rights. The implications of these findings for family practices and school programs for volunteer activities and for the instilling of a sense of social responsibility are discussed.

This study investigates the extent to which forms of prosocial behaviour and values of social responsibility are related to various domains of political culture among Australian youth. Using data from a survey of 1311 senior secondary students from the ACT and South Australia, it was found that 14 per cent had participated in one or more volunteer activities and 26 per cent scored highly on social responsibility values. Furthermore, it was found that at least one or the other of these prosocial measures was positively related to five of the six domains of political culture, the exception being the feeling of political efficacy. Students who were prosocial also manifested higher levels of political knowledge, political awareness, political activism experience, and positive attitudes towards political freedoms and towards human rights. The implications of these findings for family practices and school programs for volunteer activities and for the instilling of a sense of social responsibility are discussed.