Development Of High School Students Research Articles

Innovative Practices of Tutoring Support for the Development of High School Students’ Social and Personal Competences during Marital Law

Innovative Practices of Tutoring Support for the Development of High School Students’ Social and Personal Competences during Marital Law

The development of high school students’ statistical literacy across grade level

The capacity to interrogate data with critical thinking is a strong predictor of statistical literacy (SL). This data interrogation, from the data consumers’ perspective, incorporates four complex response skills: interpreting, communicating, evaluating, and decision-making, and those skills are strongly supported by students’ appreciation of three interrelated knowledge components (text and context, representation, and statistical-mathematical knowledge). Due to the need to be critical data-information readers, students’ SL should develop during their formal schooling. The aim of this paper was to investigate differences in SL between Indonesian year 9 and year 12 students and between female and male students. The same test was administered to 48 year 9 students (50% females) and 48 year 12 students (50% females) from 16 different schools in Indonesia. Findings revealed that the highest percentage of year 9 and 12 students demonstrated evidence of consistent but non-critical thinking (level 4), suggesting that they exhibited their statistical knowledge but not in critical ways. There were 42% of year 9 students showing limited statistical thinking (levels 1 to 3) compared to 17% of year 12 students. Furthermore, while there were no significant gender differences in students’ SL and its all skills, the study shows significant grade level differences in overall SL as well as in its skills except interpreting. Implications of this study include the development of a framework that provides a coherent assessment of students’ SL from a data consumers’ perspective, along with suggestions for classroom teaching.

Talent Mapping of the Howard Gartner Model for High School Students in Tangerang City Banten

Talents and interests are things that are not easy to formulate for the development of high school students. Grade 12 students who are ending their studies need basic referrals for parents and students. The purpose of this study is to map the intelligence and talents possessed by students before graduating from high school (SMA), and to analyze the interests possessed by students. The respondents of this study were 12th grade high school students in the city of Tangerang. The number of respondents was 102 students. The research method used is descriptive statistical method. Based on the results of the study, students who have multiple intelligences of mathematical logic as many as 30 students achieve a percentage of 28.8%, while the smallest is interpersonal as many as 3 students by 2.5%. The implication of this research is that schools and teachers and parents of students can use these results as a reference for learning styles and specializations in a particular field, when they continue their studies and the field of work they will be involved in

Механизмы психологической защиты и ее доминирующие стратегии в общении у старшеклассников и студентов-первокурсников

The study of psychological defense mechanisms is relevant due to their significance in the development of personality self-regulation as well as their importance in teaching and personal development of high school students and university students. The objective of the study is to identify and compare the features of psychological defense and its dominant communication strategies in high school students and first-year students. The theoretical analysis of the problem showed that it is insufficiently studied. The research hypothesizes that psychological defense of high school students and university students has a similar character, since they can be attributed to the same age group. The study involved high school students of comprehensive schools (n=50, aged 16-17, 30 of them were boys and 20 were girls) and first-year university students (n=100, aged 17-19, 65 of them were boys and 35 were girls) living in the city of Bryansk. To identify the most common types of psychological defense, the “Life Style Index” methodology was used (R. Plutchik, G. Kellerman, H. R. Conte); the study of psychological defense strategies was conducted using the questionnaire “Diagnosis of the dominant strategy of psychological defense in communication” (V. V. Boyko). The obtained data indicate that the manifestation of different types of psychological defense and their dominant communication strategies in the two groups of subjects has a similar character. Statistically significant differences between the indicators (according to the F-test) were not found either, which emphasizes that the subjects belong to the same psychological age – youth. Indeed, the mechanisms of regression and displacement are the center of psychological defense in high school students, and displacement is dominant in university students. The data also show that such psychological defense strategies as placidity and withdrawal (avoidance) prevail in adolescence. The research has revealed significant correlation between non-constructive defense communication strategies and immature, non-adaptive types of psychological defense in high school students and university students. The gathered data contribute to a more complete understanding of the patterns of behavior self-regulation in senior schoolchildren and first-year students. The results can be used in counseling and psychocorrective work of a psychologist, as well as in the process of teaching and personal development of high school students and university students.

Essential Skills Development Needs of High School Students in Southern Thailand for Work in the 21st Century Labour Market

IntroductionPresently, the concept of preparing youth for the labor market in the 21st century receives much attention because of the rapidly changing nature of work and the soft skills and hard skills required by employers. Therefore, graduates need to be competent at work skills necessary for the 21st century to be able to face challenges of work in the present age and to have new perspectives for facing challenges and changes of work. According to the Federation of Thai Industries, the estimated number of workers needed by 14 groups of manufacturing industries during 2013-2017 included 58 percent of high school graduates.ObjectivesThe current study aims to survey and assess essential skills development in high school students in Southern Thailand for the workforce in the 21st century.MethodsThe cross-sectional study was applied to 1,200 subjects consisting of 400 employers and 800 high school students. Data was analysed using means, standard deviation and t-testResultsThe results revealed that communication, digital literacy, creativity, critical thinking, collaboration, and responsibility were the major skills development needs of high school students in the 21st century labor market. The results indicated that high school students’ levels of skills were lower than those required by employers in four skills: communication, digital literacy, critical thinking, and creativity at the statistical significant level of .001, as presented in table 1.Table 1.Means different for skills development need by sample group.SkillsEmployersHigh school studentsΧS.D.χS.D.tCommunication4.08.403.17.8921.385***Digital literacy4.17.413.41.9717.120***Creativity3.97.453.01.7917.113***Critical thinking4.14.433.47.9714.776***Collaboration3.391.043.41.94-4.267***Responsibility3.391.183.611.00-3.877***P<.001ConclusionsThe high school students possess skills needs for work in the 21st century at lower levels than those needed by employers. This is the issue requiring attention from individuals involved in educational management as they must find ways to develop the teaching and learning methods that can upgrade students’ skills that are needed for work and seen by employers as highly important. These skills are communication, digital literacy, critical thinking, and creativity. The teaching and learning styles should be more active rather than passive to stimulate students to think, to be proactive instead of passively to respond to whatever happens, to propose their ideas or to express differing opinions and using the appropriate language or communicating tools. The fact that these skills are at a moderate level could result in limitations for young people’s development or employment as these skills are required for work in this century where analytical thinking and creativity are necessary for invention both in the workplace and in private life.Disclosure of InterestNone Declared

Principles and Pedagogical Conditions of Aesthetic Development of High School Students in the Conditions of a Children’s Art School

The effectiveness of the aesthetic development of high school students in the conditions of a children’s music school directly depends on the application of a certain range of pedagogical principles in the educational process. It was found that pedagogical principles are important guidelines that reflect the general patterns of the process of education and upbringing, determine the requirements for their content, organization and educational methods. They represent a generalized system of requirements that covers all aspects of this process and reflects its results. The article examines the leading principles that are the basis of the process of aesthetic development of high school students in the conditions of a children’s music school: the principle of problematic reflects the consequences of logical and cognitive contradictions as the basis of an educational problem and the driving force of learning, determines the interaction between learning and teaching, the creation of problem situations, the setting and solving the problems; the principle of trust in the subject of education is based on the principles of «humane pedagogy», which ensures the organization of the educational process on the basis of a personal approach to the student, with the approval of him as an active, conscious, equal participant in the educational process, in which he develops on a humane basis personality; when organizing the principle of independent action, it is taken into account that the independent activity of students consists not only in the ability to organize their own mental activity (in which they receive new knowledge), but also in the ability to organize their own behavior, which is connected with the effective organization of their own mental activity; the principle of creativity involves the creation of optimal conditions for realizing the personal potential of schoolchildren; the principle of holistic perception of a musical work helps students understand the essence of each work, find the basic principles of its construction in the musical fabric, and perceive the content of the musical text as a highly organized whole; the principle of dialogue takes into account the following types of dialogic interactions: «author – performer», «teacher (performer) – student (performer)», «listener – performer». It was found that the pedagogical conditions for the aesthetic development of high school students in the conditions of a children’s music school are the subject-developmental environment, which we consider as a dialectical unity of spatial-subject and social components, closely related and mutually conditioned among themselves, where each subject of the educational process carries out its activity, which contributes to cultural identification, the development of aesthetic consciousness and aesthetic sensitivity, and the development of aesthetic activity. The introduction of person-oriented technology into the educational and educational process of a children’s music school is a process of psychological and pedagogical assistance to the child in the formation of his subjectivity, cultural identification, aesthetic consciousness, development of aesthetic sensitivity, development of aesthetic activity.

Examination of High School Students' Aspirations and the Related Contextual Variables

As part of the studies conducted to investigate the career development of high school students. In this study, the researchers are interested in investigating the field of study aspired by students' higher school and associated contextual factors. Finding may be useful to design programs appropriate to help students in their vocational development. Participants were randomly selected from students' high school following their study in Azilal city Morocco. 75 students responded to the questionnaire, our sample consists of 24 men and 51 females with an average age of 17.91±1.09. Data collected were analyzed using descriptive and inferential statistical tests by SPSS 26.00 software. The results show the post-secondary education courses preferred by students and a significant rate of undecided. Results show that educational aspirations are formed based on students' interests and academic performance, and regional and international labor market conditions are also considered. The finding provides sociological information on the context of the shaping of educational aspirations in higher school. Keywords: higher school, contextual factors, educational aspiration, field of study. https://doi.org/10.55463/issn.1674-2974.50.4.22

Analisis Kemampuan Literasi Matematis melalui Model Pembelajaran Berbasis Masalah pada Siswa Sekolah Menengah

This research is motivated by the low mathematical literacy ability of students. One of the learning models that can develop and facilitate to improve students' mathematical literacy skills is a problem-based learning model, because with a problem-based learning model students are oriented towards real world problems and in the learning stages students report results. work done in groups. The purpose of this study was to determine: analyze the implementation of problem-based learning models for mathematical literacy skills. This study uses a qualitative research approach. The type of research used in this research is library research with the documentation method. Data was collected by collecting literature related to research variables and then classified and analyzed. Based on the results of data analysis, it can be concluded that the implementation of problem-based learning models can improve and have a positive impact on the development of high school students' mathematical literacy skills.

THEORETICAL AND METHODOLOGICAL BASIS OF THE AESTHETIC DEVELOPMENT OF HIGH SCHOOL STUDENTS IN THE CONDITIONS OF A CHILDREN'S MUSIC SCHOOL

The article reveals the problem of aesthetic development of high school students in the conditions of a children's music school. The author investigated the problems of musical and aesthetic development of students in the context of history and modernity; Pedagogical conditions aimed at the development of the studied definition in students of the children's music school are determined; features of adolescence are revealed. The methodological base of the research consists of dialectical and systemic methodologies used in the field of psychological and pedagogical research. General scientific and logical methods of analysis, synthesis, induction and deduction, historical and comparative research of the problem are used. The perspective of further research consists of new trends and directions that require further development and improvement: the study of the relationship between the processes of musical and aesthetic development and self-development of high school students; identifying prospects for the development of extracurricular educational institutions.

Association Among Parent–Teacher Relationship, Autonomy Support, and Career Development of High School Students Across School Types

The parent–teacher system is influential in promoting students’ career development. Guided by the systems theory framework of career development and spillover theory, this study examined the direct association between parent–teacher relationships and high school students’ career development. Furthermore, it analyzed the indirect effect of parent–teacher relationship on career development through parents’ and teachers’ support for students’ autonomy and the moderating role of the type of school. Data analyses were conducted on 1,452 students (46.5% males) in Grade 10 (aged approximately 15–16 years) from an academically oriented high school (53.0%) and a vocational high school (47.0%) in Beijing. The students completed questionnaires on the parent–teacher relationship, parent autonomy support, teacher autonomy support, and career development. The results indicated that the parent–teacher relationship predicted career development directly as well as indirectly through parent autonomy support. Moreover, there was no difference in the results of the structural equation model analysis among students in academically oriented and vocational high schools. Last, further implications and limitations are discussed.

ДИДАКТИЧЕСКИЙ ПОТЕНЦИАЛ СМЕШАННОГО ОБУЧЕНИЯ МАТЕМАТИКЕ ОБУЧАЮЩИХСЯ 7–9-х КЛАССОВ ДЛЯ ФОРМИРОВАНИЯ РЕГУЛЯТИВНЫХ УНИВЕРСАЛЬНЫХ УЧЕБНЫХ ДЕЙСТВИЙ

Statement of the problem. The experience of teaching mathematics during the pandemic showed that students had difficulty organizing their own learning activities in real and virtual space, in synchronous and asynchronous learning formats. Difficulties arose in setting goals and planning activities, rational distribution of time and predicting results, as well as realizing the need to monitor, adjust and evaluate results for further mastering of the educational material. Thus, teachers faced the question of finding a solution to the identified problem in the development of regulative universal educational actions (RUEA) in high school students, in particular, during mathematics lessons in Grades 7–9. One of the tools can be blended learning, which is one of the key trends in modern education that forms a new pedagogical worldview. However, scientific papers that describe the theoretical and practical provisions for the RUEA development in high school students of Grades 7–9 in the context of using blended learning in mathematics, containing different points of view, are not enough to make a general decision. All this proves the existence of a problem: the combination of what methods, means, forms and methods in a mixed environment will ensure the RUEA development in high school students of Grades 7–9? The purpose of the article is to consider the didactic potential of blended learning in mathematics for the RUEA development in students of Grades 7–9. The methodology of the study is based on the theoretical principles of the development of information technologies and informatization of education; the main ideas of blended learning; system-activity approach; studies in the field of RUEA development; analysis of scientific publications and innovative experience on the designated problem. Research results. The didactic potential of blended learning for the RUEA development in students of Grades 7-9 is presented in the form of a map as a set of methods, tools, forms, techniques, formats of learning, depending on the model of blended learning. On the example of a topic in Algebra (Grade 9), the possibilities of “flipped learning” for the RUEA development in high school students are described. Conclusion. The methodology of the study made it possible to present the didactic potential of blended learning in mathematics for the RUEA development in students of Grades 7–9 in the form of a map focused on the main models of blended learning. The developed map can be adapted taking into account the specifics of the subject content of other disciplines and used to design the process of the RUEA development in students in the process of blended learning.

The Effect of Adolescent Therapeutic Group Therapy (TKT) on the Development of Adolescent of Islamic Boarding School in Tasikmalaya

The stage of adolescent development is a unique stage of development, adolescents must face changes both physically, cognitively, and emotionally that can cause stress and trigger a unique behaviour in adolescents. Today's Muslim youth are many who follow the Islamic boarding school program. This causes the development of adolescents that are less than optimal, if they cannot adapt to the life of the Islamic boarding school, so that it can interfere with the learning process in the Islamic boarding school. And furthermore, their mental health will be disturbed in their adolescent development, such as being less independent, unable to make decisions and having difficulty interacting with peers. One of the efforts to deal with developmental problems faced by adolescents is the therapeutic group therapy (TKT) approach. The purpose of this study was to determine the effect of therapeutic group therapy on the ability of adolescents to stimulate identity development in high school students at the Ibadurrahman Islamic Boarding School, Tasikmalaya City. The design used is "Quasi experimental pre and post-test without control group". The population in this study were all students at the Ibadurrahman Islamic Boarding School, Tasikmalaya City, amounting to 374 respondents with a sample size of 80 students. Analysis using paired-t test (T-test paired). Respondents were divided into 6 groups, with each group totaling 13-14 students. The implementation of TKT for each group is carried out every week with a time of 60 minutes. The results showed a significance value of = 0.001, there is a significant difference in the average ability to stimulate identity development scores between before and after TKT treatment. This TKT can be done as a therapy to improve adolescent development.

Exploration and Analysis on the Penetration and Inspiration of Contemporary Art in High School Education

With the continuous progress of the development of education in the new era, the content of art presents a rich and colorful style. It has become a trend of the new curriculum reform to infiltrate contemporary art into high school education. Conforming to this new way of penetration, how to effectively combine the two to carry out high school education is a very important educational goal to promote the quality of high school teaching and achieve the comprehensive development of high school students. In this regard, this paper mainly explores the penetration and Inspiration of contemporary art in high school education.

ИСПОЛЬЗОВАНИЕ ЦИФРОВОГО УЧЕБНО-МЕТОДИЧЕСКОГО КОМПЛЕКСА «ШКОЛА SKILLS. PRO ПРОФЕССИИ» В РАБОТЕ ПО ПРОФЕССИОНАЛЬНОМУ САМООПРЕДЕЛЕНИЮ СТАРШЕКЛАССНИКОВ

Statement of the problem. Often, due to the lack of knowledge about the world of professions, the divergent influence of the family, school and the media in matters of professional identification, the lack of high-quality professional information, the lack of practical experience in professional activities, high school graduates cannot accurately determine the stages of further education, that is, build an individual educational route of professional identification. To increase the efficiency of the process of professional identification of a high school graduate, assistance is required not only in choosing a profession, but also in finding resources to develop and implement an adequate educational and professional scenario, as well as in training in the independent use of these resources. Today’s digital technologies are of help. The purpose of the article is to present (reveal) the capabilities of the digital educational and methodological complex “School skills. Pro Professions” in the work on vocational guidance and professional identification of high school students in an interactive environment. The methodological basis of the study includes the works by E.A. Klimov, N.S. Pryazhnikov, S.N. Chistyakova and other Russian and foreign researchers (S. Fukuyama, J. Golland, E. Bern). Professional identification of a person is defined as a conscious process of building a personal professional plan when choosing a profession on the basis of analysis, assessment of the internal resources of the subject of choice, correlation with the requirements of the profession, as well as the readiness of the person for professional choice. Professional identification is connected with the formation of components of the psychological system of professional formation and realization of personality on the basis of knowledge/self-knowledge and assessment/self-assessment of social and professional requirements, conditions of professionalization and individual capabilities of the subject of work. Research results. The article reveals the possibilities of the digital educational and methodological complex “School skills. Pro Profession” in the work on vocational guidance and professional identification of high school students in an interactive environment. Digital Educational and Methodological Complex (DEMC) is presented as a structured set of educational tools, electronic normative and educational documentation, a set of electronic educational resources, information and communication technology tools and automated systems containing interconnected content and intended for joint use by participants for effective training in programmes for the development of soft skills, as well as studying up educational subjects, courses, disciplines on professional identification in the context of digital transformation of the educational process. Conclusions. The introduction of information technologies in such a field of development of high school students as a choice of a future profession creates conditions for strengthening the integration of educational and subject areas with extracurricular practice, additional education, strengthening the specialized training of schoolchildren on the basis of variability of programmes, taking into account their interests, inclinations, abilities and demands of the labour market, gaining practical experience for a reasonable choice of a training profile, which ensures the effectiveness of high school students building an individual route of professional identification.

Support of pre-professional development of high school students focused on teaching professions

All teaching professions are at high importance for children, their parents, and society at whole. Teachers, their skills and personality, play a big role in the development and education of young generations. Children usually make decisions to be a teacher at young ages, and support in this decision, pre-professional development helps them to be a good teacher in the future. There are different programs and method which help schoolchildren in this process. In this article few topics had been discussed: results of all-Russian monitoring of pre-professional education of high-school students, focused on teaching professions; main factors of vocational choice; forms and methods of pre-professional support. The main questions of our study were as follows: under what conditions within the framework of the system of General and High Education it is possible to help the high-school students determine the near and far prospects of his personal and professional development before entering Teaching University or College, what should be the content of this work? Few programs, existing in various regions of the Russian Federation are discussed. The conditions for the pedagogical support for the formation of professional readiness for further teaching were identified: the creation of a specially organized educational and socializing environment, such as pre-university programs, or school-based programs (local or Regional); different kinds of Olympiads and competitions; taking into consideration the characteristics of students.

Selection of ICT tools for the development of high school students' research competencies in specialized chemistry training

The article analyzed the place of information and communication technologies and learning tools in specialized chemistry training. The development of research competencies of high school students as one of the important results of specialized training in chemistry is considered. The analysis and systematization of ICT tools to ensure compliance with the principles of specialized chemistry training is made. The choice of ICT tools for the implementation of specialized chemistry training and development of high school students' research competencies in specialized chemistry training had substantiated. The results of research aimed at determining the feasibility of using certain ICT tools to develop of high school students' research competencies in specialized chemistry training are presented.

Педагогические условия развития готовности старшеклассников к предпринимательской деятельности в цифровой среде

Актуальность темы определяется значимостью для современного этапа развития российского общества процесса развития готовности старшеклассников к предпринимательской деятельности в цифровой среде. Цель статьи заключается в выявлении необходимых для этого педагогических условий. Автором доказывается, что теоретическое освоение знаний в области предпринимательской деятельности, осуществляемое в настоящее время в рамках школьных дисциплин Экономика и Обществознание, недостаточно, и необходимо проектировать особые педагогические условия, способные обеспечить эффективность процесса развития готовности старшеклассников к предпринимательской деятельности. В качестве основных результатов и выводов определяется, что к числу таких педагогических условий, относятся: профессиональная диагностика и профориентация; участие в педагогическом процессе учителей, имеющих опыт предпринимательской деятельности, проектирование специализированных образовательных ситуаций, способствующих выработке предпринимательских качеств, и включающих активные методы обучения; развитие компетенций в области маркетинговой аналитики и менеджмента. Статья предназначена для практиков современного школьного образования и педагогов-теоретиков, изучающих проблемы совершенствования школьного образования. The relevance of the article is determined by the significance for the current stage of the development of Russian society of the process of developing the readiness of high school students for entrepreneurship in the digital environment. The purpose of the article is to identify the necessary pedagogical conditions for this. The author proves that the theoretical development of knowledge in the field of entrepreneurship, currently carried out within the school disciplines of Economics and Social Studies, is not enough, and it is necessary to design special pedagogical conditions that can ensure the effectiveness of the process of developing the readiness of high school students for entrepreneurship. As the main results and conclusions, it is determined that such pedagogical conditions include: professional diagnostics and career guidance; participation in the pedagogical process of teachers with experience in entrepreneurship, designing specialized educational situations that contribute to the development of entrepreneurial qualities, and include active teaching methods; development of competencies in the field of marketing analytics and management. The article is intended for practitioners of modern school education and theoretical teachers who study the problems of improving school education.

高校生におけるNOS理解の変化

高校生におけるNOS理解の変化

Effects of Participating in Intergenerational Programs on the Development of High School Students’ Self-Efficacy

ABSTRACT This study aimed to examine the effects of intergenerational programs on high school students’ development of self-efficacy. We used a quasi-experimental ex-post facto design with several follow-ups and conducted a questionnaire survey with 236 high school students. Results showed that the self-efficacy of students who experienced community activities increased over time after the intergenerational programs. Conversely, self-efficacy for students who had not participated in community activities did not change over the three years of the study. Findings indicate that participating in intergenerational programs promotes the development of adolescent self-efficacy through the experience of interaction with different generations in local activities.

Faith development of high school students: Literature study

Spirituality and religiosity can be assets for adolescent development. The purpose of this study is to describe the development of faith that occurs in adolescents. This research is a literature study, where the data required in this study were obtained through analysis of various literature. The results of the study can be explained that adolescents who are at the high school education level and aged 14-18 years are at level 3, namely synthetic-conventional faith. In this case, adolescents begin to develop formal operational thinking and begin to integrate learned faith values into a more rational faith system. For adolescents, this is an intellectual challenge to be able to become a foundation for understanding faith that will continue to develop in developing an understanding of faith in the future. This result implies the importance of guidance and counselling teachers to develop guidance and counselling programs that aim to help students achieve age-appropriate religious development.