Different Types Of High Schools Research Articles

Using RECAST theory to examine racial stress appraisal across high schools: Differences in racial threat and support

Data from 318 diverse high school students from three different types of high schools in the United States were collected. School types varied by location (e.g., suburban, urban), size, and student demographics (e.g., race, ethnicity, socioeconomic status). Exploratory Factor Analysis (EFA) was conducted to examine the factor structure of the STRESS-Y. Mean comparisons were performed to assess variations in Racial Stress Appraisal across different school types. The EFA of the STRESS-Y confirmed its factor structure, supporting its validity as a measure of RSA in youth and we were able to extract two robust factors—Racial Threat Appraisal and Racial Support Appraisal. Mean comparisons revealed that Racial Threat Appraisal and Racial Support Appraisal varied across different school types, highlighting the influence of school context on students' experiences of racial stress. This study provides evidence for the validity of the STRESS-Y as a measure of Racial Stress Appraisal in youth. The findings demonstrate the importance of considering school type as a factor influencing students' experiences of racial stress as well as how support, racial coping, and stress management skills may help mitigate ongoing interpersonal harm that youth are experiencing. The validated measure and the understanding of the factors contributing to Racial Stress Appraisal can inform interventions aimed at supporting students in managing and coping with racial stressors in their respective school environments.

Factors Influencing of School Type, Parental Educational Background, Gender, and Age on the English Language Speaking Proficiency of Chinese College Students

English, as an international language of communication, plays a crucial role in the development of global economic exchanges. In China, where English serves as a second language, the improvement of college students' English language speaking proficiency faces numerous challenges due to the lack of authentic English communication environments. However, there has been a lack of in-depth research on the relationship between Chinese college students' English language speaking proficiency and factors such as school background. This study utilized multiple linear regression to analyze data from the 2021 China General Social Survey. It aimed to investigate the relationship between college students' English language speaking proficiency and various factors, including different types of high school experiences, parental educational backgrounds, gender differences, and age disparities. The findings revealed that college students who attended provincial-level and municipal-level key high schools demonstrated higher English language speaking proficiency. Additionally, paternal educational background had a more significant impact on the English language speaking proficiency of offspring compared to maternal educational background. Furthermore, female students exhibited higher English speaking proficiency levels than male students. Moreover, English speaking proficiency showed an inverted "U"-shaped trend with age, peaking at 22.5 years old. Based on the research results, recommendations were proposed to balance the educational resources of different types of high schools and to reform English teaching in universities. These suggestions aim to provide robust evidence for the formulation of educational policies to meet the growing demand for English learning in China.

High School Teachers' Opinions on Homework

The research aims to examine the opinions of high school teachers about homework. The researchers designed the study as a phenomenology design, a qualitative research method. The researchers developed a semi-structured interview form as a data collection tool in the study. Six branch teachers working in three different types of high schools, namely Vocational High School, Anatolian High School, and Project-Based Science High School in Erzurum city centre during the 2021-2022 academic year, voluntarily participated. They were included in the research using the maximum diversity sampling method. The researchers examined the data obtained using the thematic analysis method. As a result of the analysis, while there were general differences in our teachers' opinions about homework, similarities were seen in using homework as a measurement-evaluation tool. Notably, homework, which serves as an essential method in the educational process, exhibits profound differences among teachers and students. These differences encompass a broad spectrum, spanning from the type of school to the type of course, encompassing how homework is implemented and the approaches students take towards it. Furthermore, the researchers have identified that the primary motivation for completing homework in high school either stems from anxiety about receiving grades or arises from the preference of senior students for a single type of homework (question-solving) as they strive to prepare for university exams.

A MULTIDIMENSIONAL ANALYSIS OF REFUGEE HIGH SCHOOL STUDENTS’ POVERTY EXPERIENCES IN ESKİŞEHİR

The main aim of this research is to present the experiences and problems of refugee high school students studying in different types of high schools in Eskişehir from a multidimensional perspective. The study revealed that refugee high school students encounter difficulties to varying degrees in areas such as education, accommodation, participation, meeting personal needs, leisure activities, and social relationships. It was determined that a large portion of them live in rented accommodations, some work in conditions that are not favorable outside of school hours, and the majority are unable to participate in leisure activities. Furthermore, it was found that a significant number of students rely on assistance, while some resort to seeking help through transnational migrant networks.

Investigating Correlations between Subjective Satisfaction with Body Image and Selected Personality Characteristics in Gender Adolescents with Attractive Face

Body image just during adolescence is influenced not only by the media, but also by family and friends, and related to this, the adolescent must learn to cope with society's demands on body image. This study examines the relationships between facially attractive adolescents' body image dissatisfaction and personality characteristics. The research population consisted of 185 face-attractive students from different types of high schools, including 89 girls and 96 boys with an average age of 18 years. We used the Eysenck Personality Questionnaire EPQ-R and Stunkard Silhouettes and questions designed by us regarding satisfaction/dissatisfaction with different body parts to collect data. We found that there was no significant relationship between body image dissatisfaction and neuroticism, psychoticism. A significant negative relationship was found between body image dissatisfaction and extroversion.

Türkiye’de Farklı Lise Türlerindeki Öğrencilerin Eğitim Yörüngelerinin Kesişimselliği Üzerine Fenomenolojik Bir Araştırma

In this research, we examined the student practices of high school students in different types of high schools in Turkey in the light of Bourdieu's concepts of habitus and cultural capital. While tracing the essences of student practices with a phenomenological approach, we tried to make explicit what lies at the intersections of different types of high schools in terms of these practices and how the educational trajectories of students in these high schools are shaped and reshaped. We conducted the research in six different types of high schools in Ankara. Through a phenomenological analysis of in-depth interviews with 96 high school students and a total of seven mothers, we explored student practices and the interrelationships between habitus and cultural capital in the home and school environments. As a result of this analysis, we interpreted the essences that cut across the educational trajectories of students positioned in different types of high schools as living with the illusion of school choice, declaring the position with a sense of entitlement, engagement with cultural fields through cultural consumption habits, and utilizing sports for the presentation of self. The main result of the research shows that although students are positioned in different trajectories, the essence of their student practices does not change. We believe that this result should be explained from the perspective that the existence of different types of schools or different routes for students cannot guarantee the social mobility of individuals, but continues to serve the reproduction of all the historical and social contingencies that create these students' positionality.

Covid-19 Sürecinde Ergenlik Dönemindeki Bireylerin Algıladıkları Sosyal Destek Düzeyi ve Mutluluk Düzeylerinin İncelenmesi

Bu çalışmada Covid-19 sürecinde ergenlik dönemindeki bireylerin algıladıkları sosyal destek düzeyi ve mutluluk düzeylerinin çeşitli değişkenlere göre incelenmesi amaçlanmıştır. Tarama modelinde betimsel olan bu araştırmada veri toplama araçlarından “Ergen Mutluluk Ölçeği Kısa Formu (EMÖ)” ve “Algılanan Sosyal Destek Ölçeği-R(ASDÖ-R)” kullanılmıştır. Bu kapsamda Gaziantep ilinin merkez ilçelerindeki farklı lise türlerinde eğitim gören 1184 öğrenciye ulaşılmıştır. Değişkenler arasındaki ilişkiyi incelemek için “t-testi”, “tek yönlü Varyans Analizi” ve “çoklu regresyon” analizleri uygulanmıştır. Araştırma sonuçlarına göre; Covıd-19 sürecinde ergenlik dönemindeki bireylerin algıladıkları sosyal destek ve mutluluk düzeylerinde; cinsiyet, okul türü, sınıf düzeyi, anne-baba ilişki durumu, sosyal güvence durumu, anne-baba genel tutumu, yaşamını geçirdiği yerleşim yeri, anne öğrenim durumu ve baba öğrenim durumu değişkenlerine göre anlamlı farklılıklar olduğu belirlenmiştir. Ek olarak; cinsiyete göre aileden ASD (Algılanan Sosyal Destek), okul türüne göre öğretmen ve arkadaştan ASD, ebeveyn ilişki durumuna göre arkadaştan ASD, yerleşim yerine göre aileden ve öğretmenden ASD, baba öğrenim durumuna göre öğretmen ve aileden ASD ile anne öğrenim durumuna göre algılanan sosyal desteğin hiçbir boyutunda anlamlı bir farklılaşma bulunmamıştır. Ergenlerin mutluluk düzeyinin %17’sinin algılanan sosyal destekle açıklandığı bulunmuştur. Araştırma sonuçları tartışma ve sonuç bölümünde açıklanarak değerlendirilmiştir. Elde edilen bulgular ilgili literatür verileri ışığında tartışılmış ve önerilerde bulunulmuştur.

A STUDY ON EMOTIONAL INTELLIGENCE AMONG SECONDARY SCHOOL STUDENTS

Although a persons feelings cannot be observed directly by others but they can be inferred from overt behavior and verbal report of introspection, as no one can doubt the reality of emotions as conscious experiences. Emotions are inherently neither positive nor negative. Exhibiting the emotion is very easy but doing it at the right time, place as well as right person and to do the right degree is difficult. In fact, each feeling provides us with vital and potentially profitable information every minute a day. The management of emotions has given rise to the most talk about term Emotional Intelligence. Emotional intelligence is developed through experiences. Competencies keep on growing through the experiences; people get better and better in handling emotions, influencing others and in social adroitness. It encompasses awareness about our ones own capabilities, strengths and weaknesses. There are many examples of how emotional intelligence can play a role in daily life, it can be powerful, but also it is temporary. The present study was conducted to know the emotional intelligence among secondary school students. Samples of 90 students were selected from different types of high school (rural and urban) from Mysuru district. After all the data analysis and interpretation it is found that 82 students are having high level of emotional intelligence , 7 students are having normal level of emotional intelligence , no students are having low level of emotional intelligence. KEY WORDS: Emotional Intelligence, Emotions, Behavior, Social adroitness.

A Multiple Case Study on the Reflection of Cultural Capital on Educational Strategies: Private and Public High School Graduates

The main purpose of this study is to describe the cultural capital possessed by graduates of different types of high schools and how that capital shapes educational processes. Accordingly, the study focuses on the cultural capital of graduates of public and private high schools and the strategies they have implemented throughout their educational processes. The research problem of this study is the elucidation of the inequalities created by cultural capital between private and public high school graduates. The study was conducted with a multiple case design due to the qualitative methodology adopted. The sample of the study was selected using maximum variation sampling in accordance with the chosen qualitative method. A semi-structured interview form was administered to 45 participants, 23 of whom had studied in private high schools and 22 of whom had studied in public high schools. MAXQDA 2022 software was used to analyze the data. As a result, it was concluded that private high school graduates and their parents had more institutional cultural capital than public high school graduates. In terms of educational processes, it was observed that participants with higher levels of familial institutional cultural capital preferred schools providing high-quality education rather than schools located closer to home for enrollment. Therefore, it is recommended that state policies be established to remedy the deficiencies of students with low levels of familial cultural capital.

An Investigation of the Relationship among High School Students' Self-Regulation, Free Time Management, and Self-Esteem

This study aimed to investigate the relationship between self-regulation, free time management, and self-esteem variables among high school students. The research sample consisted of 193 girls and 276 boys, totaling 469 students studying in different types of high schools. The Personal Information Form, the Adolescent Self-Regulatory Inventory, the Free Time Management Scale, and the Two-Dimensional Self-Esteem Scale were used to collect data. Independent samples t-test analysis was conducted to compare the self-regulation, free time management, and self-esteem scores of the students in terms of gender and status of doing sports. One-way analysis of variance (ANOVA) was performed to compare the scores based on grade level, type of high school, and types of leisure time activities. In addition, correlation analysis was conducted to test whether there is a relationship between self-regulation, free time management, and self-esteem scores of the students. The results of the analyses indicated that there was a significant difference in self-regulation scores among the students based on gender, while no significant difference was found in free time management and self-esteem scores. However, significant differences were found in self-regulation, free time management, and self-esteem scores based on the status of doing sports. There was a significant difference in self-regulation scores according to grade level, while no significant differences were found in free time management and self-esteem scores. A significant difference was found in self-regulation and free time management scores based on the type of high school, but no significant difference was found in self-esteem scores. When examined in terms of leisure time activity type, significant differences were found in self-regulation, free time management, and self-esteem scores. The grade point averages of the students showed a negative correlation with their daily average free time, yet a positive correlation with their self-regulation scores. Self-regulation scores were found to be positively related to free time management and self-esteem scores. In conclusion, it is believed that the exploration of the relationships between high school students' grade point averages, free time, self-regulation skills, free time management, and self-esteem scores may play a significant role in helping high school students achieve positive outcomes.

Self-Confidence as the Predictor of Metacognitive Awareness in High School Students

Metacognitive awareness is said to be reflected by self-confidence scores, and there exists a mutual relationship between them. This study was conducted to examine the role of self-confidence in predicting metacognitive awareness in high school students and to examine whether gender, grade point average, type of high school and father’s education level played a role in this relationship. The data were obtained from 390 high school students studying at two different types of high school (general and vocational) using two different scales. Research data were analyzed through hierarchical regression analysis method to determine the predictiveness. Results showed (i) the metacognitive awareness scores were moderately and highly correlated with the self-confidence level total score and sub-dimension scores; (ii) participants’ self-confidence scores explained 46% of the change in metacognitive awareness scores; (iii) the type of high school and grade point average had 9% effect on metacognitive awareness scores. It is recommended to examine the relationships of metacognitive awareness and self-confidence with different variables and to conduct experimental studies. The co-development of metacognitive awareness and self-confidence in students should be emphasized by families and educators. It is thought that the current study will be useful in relation to its results for understanding the importance of self-confidence and metacognitive awareness of high school and of those at other levels.

Utilization of Modern Methods of Teaching Geography Curriculum in Iraq

Geography teaching is fulfilled within the frame of a specific curriculum and in order to achieve some acquirements in Iraq. Though there are course books prepared in accordance with the curriculum and activities in order to achieve the acquirements in geography teaching, they are geography teachers who will coordinate and fulfill the curriculum and achieve the terminal behavior defined as education. A qualitative method has been used in order to examine the teachers' effectiveness in geography teaching. In three different types of high school, 19 geography teachers were interviewed using a semi structured interview form prepared by the researchers. During the interview, the researchers asked the teachers some questions about their teaching methods, teaching techniques and materials used, skills provided, classroom management, and developments made through in-service training. The data acquired were evaluated through content analysis and some categories were formed. According to the findings, it is seen that the geography teachers are effective in education and training. According to the results obtained from the research, it is determined that the geography teachers use the materials, methods and techniques in accordance with the curriculum. In addition, it is seen that they participate in the in-service training in order to develop and maintain the effective teaching.

Risky Behaviours of High School Students and School Counsellors’ Interventions

Risky behaviors (substance abuse, obesity, suicide, bullying, and others), many of which are indeed preventable, are common among high school students. The most important task in detecting, preventing, and intervening in risky behaviors in schools falls to the school guidance service and school psychological counselor. The main objective of this study is to determine the types and prevalence of risky behaviors observed among high school students and to analyze the practices performed by the school guidance service for such behaviors. This study was organized in accordance with the mixed research design for which qualitative and quantitative approaches were used together. In this context, quantitative (N1=566) and qualitative (N2=21) data collection processes were carried out with psychological counselors working in different types of high schools in 12 provinces. While statistical procedures were included for the quantitative data of the research, content analysis techniques were used for the qualitative data. The results showed smoking, peer bullying, cyberbullying, school dropout, obesity, delinquency, abuse, suicidal tendency and attempt, alcohol use, bonsai use, and other substance use as risky behaviors in high schools. The levels and frequency of these behaviors vary across school types. The preventive activities in the schools were generally based on informative seminars, and practical studies were limited. The research results also indicated that studies of risky behaviors were not sufficiently included in Ministry or school guidance framework programs. Furthermore, it was found that parents, teachers, and administrators gave limited support to the studies carried out within the scope of education and intervention for risky behaviors in schools. These results demonstrate that school psychological counselors encountered several personal, institutional, or legal obstacles in their studies on risky behaviors.

The Effect of School Burnout on Academic Achievement and Well-Being in High School Students: A Holistic Model Proposal

This study aimed to contribute to a holistic analysis of the effect of school burnout on academic achievement and well-being in high school students. For this purpose, a structural equation model made up of variables, including self-regulation, student-teacher relationships, peer relationships, family involvement to school, school burnout, academic achievement, and well-being, was tested. The sample of study consisted of 866 high school students from seven different types of high schools. The data of study were collected using a set of eight scales consisting of the Personal Information Form, Self-Regulation Scale, the Friendship Qualities Scale, the Self-Determination Theory-Based Student-Teacher Relationship Questionnaire-High School Form, the Perceived Parental and Teacher Academic Involvement Scale, the Maslach Burnout Inventory-Student Survey, the Academic Achievement (GPA), and the EPOCH Measure of Well-Being (EPOCH). Total six hypotheses were tested with the hypothetical model established within the scope of the study. As a result of the analysis, it was found that all of the hypotheses regarding the proposed hypothetical model were accepted, and the model was confirmed. The findings of the study revealed that each of the variables, namely, self-regulation, student-teacher relationships, peer relationships, and family involvement to school, had a direct and negative predictor effect on school burnout.

Uzaktan Eğitim ile Merkezi Sınava Hazırlamak ve Hazırlanmak

The aim of this research is to reveal the advantages and disadvantages of being prepared and preparing the students for central exams with distance education according to the perceptions of teachers and students. The research was carried out in the phenomenology (phenomenology) pattern, one of the qualitative research designs. The study groups of the research consisted of 15 teachers working in different types of high schools in the central districts of Kahramanmaraş province in the 2020-2021 academic year and preparing students for the Higher Education Institutions Examinations with distance education and 91 students preparing for the same exam. In the study, semi-structured interview form and open-ended questionnaire form developed by the researchers were used to collect data. Data collection was carried out in 9 different high schools in four months. Content analysis was used to analyze the obtained data. In the research, it has been concluded that preparing students for central exams with distance education provides advantages to the teacher in many respects; eliminating waste of time, providing material diversity, providing equality of opportunity and opportunity, and facilitating the solution of questions. In addition, it has been concluded that preparing students for central exams with distance education offers advantages in terms of leaving more time to prepare for the exam, not interrupting the study, being suitable for individual differences, less stress, being suitable for self-directed learning, providing a comfortable working environment and providing a richness of content. According to the results of the research, it can be ensured that the digital content that students and teachers can use in distance education can be enriched and students can benefit from guidance services more effectively.

Metabolic Syndrome Prevalence among High School First-Year Students: A Cross-Sectional Study in Taiwan.

Different types of high schools in Taiwan have the same physical education curriculum. In this cross-sectional study, we investigated the difference in the prevalence of metabolic syndrome between senior and vocational high school students. We retrospectively collected health check-up data from 81,076 first-year senior and 68,863 vocational high school students in Taipei City from 2011 to 2014, including their blood pressure, height, weight, waist circumference, fasting blood glucose, total cholesterol, triglyceride, and HDL-c levels. The prevalence of metabolic syndrome was determined using definitions from the Taiwan Pediatric Association (TPA), International Diabetes Federation (IDF), and de Ferranti et al. The prevalence of metabolic syndrome was 1.73% (senior and vocational high school students: 1.22% and 2.33%, respectively) using TPA criteria, 1.02% (0.69% and 1.40%, respectively) using IDF criteria, and 5.11% (3.92% and 6.51%, respectively) using de Ferranti et al. criteria. The most prevalent risk factors overall were increased blood pressure and central obesity. Given the significantly higher prevalence of metabolic syndrome in vocational school students regardless of the criteria, and that metabolic syndrome causes future adult health risks, the physical education curriculum and health education program in vocational schools should be strengthened to decrease the risk and prevalence of metabolic syndrome.

Sociodemographic and Academic Characteristics of the Admission Profile of Students, Faculty of Dentistry, University of Costa Rica 2007-2014

The objective of this research was to determine some of the sociodemographic and academic characteristics of the students who entered the Dentistry career in the period 2007 to 2014. Data was collected from 673 student files. The variables considered were sex, admission age, marital status, children, nationality, place of origin, high school of origin, and admission exam score. The data was obtained from the database of the Student Applications System, the physical files, and the Supreme Electoral Tribunal of Costa Rica. Descriptive statistics were performed, establishing the absolute and relative frequency of the variables. The Mann-Whitney test was used to determine if there were statistically significant differences between the admission exam and the established sociodemographic variables (p<0,05, IC 95%). 68,4% of the students are female. The average age was 18.4 years (SD=2,41). 99,0% of the students are from Costa Rica. 99,3% were single and only 0,9% had children. The largest number of students entered through an admission exam (78.9%) and 50.7% studied at a public high school. Regarding the address, 77.9% of the subjects resided in the Greater Metropolitan Area. The average grade of the admission exam was 613,8 (SD=49,95). There was a statistically significant difference between the entrance exam grade and the different types of high schools of origin. The group of students who entered to train as Dentists at the University of Costa Rica from 2007 to 2014 was a population with an average age of entry of 18,4 years, Costa Rican, predominantly female, single, without children, from geographic areas within the Greater Metropolitan Area (GMA), graduated from public schools with an average admission exam grade of 612,2.

Views of Teachers on Merging Turkish Literature and Language and Expression Courses

The objective of this study is to determine the views of Turkish language and literature teachers about merging Turkish literature and language and expression courses. The study group of the study consists of 25 Turkish language and literature teachers working in different types of high school. In the study was conducted utilizing the case study method, one of the qualitative research methods. Data was obtained through a form consisting of semi-structured questions. The data obtained in the study were analyzed using the content analysis method. According to teachers' opinions in relation to the Turkish language and literature course, which was introduced by merging the Turkish literature and language and expression courses, it can be said that the teachers participating in the study have both positive and negative opinions in the study. Some of the opinions expressed by most of the teachers are that merging the two courses ensures subject integrity in the course, however the course duration allocated for grammar subjects is not sufficient.

“FİZİK DERSİ” VE “FİZİK ÖĞRETMENİ” NASIL ALGILANIYOR? BİR METAFORİK ALGI ARAŞTIRMASI

Bu araştırma, farklı ortaöğretim kurumlarında öğrenim gören 11. ve 12. sınıf öğrencilerinin “fizik dersi” ve “fizik öğretmeni” algısının metaforlar yardımıyla incelenmesi amacıyla yapılmıştır. Bu amaç kapsamında, araştırmada nitel araştırma yöntemlerinden olgu bilim (fenomenoloji) deseni kullanılmıştır. Araştırmanın çalışma grubunu, farklı lise türlerinin 11. ve 12. sınıfında öğrenim gören toplam 106 öğrenci oluşturmaktadır. Veri toplama aracı olarak öğrencilere “Fizik dersi benim için…………gibidir. Çünkü ……………” ve “Fizik öğretmenim benim için…………gibidir. Çünkü ……………” formatında iki cümleden oluşan forma düşüncelerini yazmaları istenmiştir. Araştırmaya dahil edilen veriler, kategoriler altında analiz edilmiştir. Araştırma sonunda öğrencilerin fizik dersi ile ilgili çok sayıda metaforlarının olduğu ve büyük çoğunluğunun olumsuz yönde olduğu belirlenmiştir. Farklı olarak fizik öğretmeni ile ilgili öğrencilerin yaptığı metaforların ise fizik dersine kıyasla olumlu tarzda olduğu bulunmuştur.

Student absenteeism in high schools: factors to consider

This study aimed to investigate the reasons for school absenteeism among students studying at different types of high schools, and school counsellors’ practices and proposed solutions for reducing school absenteeism. This was a qualitative research conducted with a phenomenological design. The study group was formed using criterion sampling, one of the purposive sampling methods. The research was conducted in Turkey during the 2018–2019 academic year with 21 school counsellors working at different types of high schools and having at least 5 years of experience. The school counsellors were asked four questions on school absenteeism using a semistructured interview form. Each interview took 30–45 minutes and interview notes were taken synchronously. According to the research findings, poor academic outcomes, parental involvement, school management and school schedules, as well as health issues and a lack of social activities are the main factors influencing school absenteeism. Potential solutions that can be offered by school counsellors include increasing family involvement, improving the school climate, addressing health issues, planning new social activities and offering flexible syllabus options for students.