Effects Of High School Students Research Articles

고등학생의 자기제시동기와 사회불안의 관계에서 자존감과 자존감 안정성의 영향

Objectives The purpose of this study is to check whether self-esteem and self-esteem stability have a moderating effect on the effect of self-presentation motivation of high school students on social anxiety.
 Methods To this end, 519 men and women from six high schools in Seoul and Gyeonggi-do were surveyed using the self-presenting motivation scale, youth social anxiety scale, self-esteem scale, and self-esteem stability scale, and correlation analysis and regression analysis were conducted using SPSS 18.0 and PROCESS macro 3.3.
 Results First, the research results of this study showed significant correlations between self-presentation motivation, social anxiety, self-esteem, and self-esteem stability. Self-presentation motivation showed a positive correlation with social anxiety, and negative correlation with self-esteem and self-esteem stability. Social anxiety and self-esteem, social anxiety and self-esteem stability showed negative correlations. Self-esteem and self-esteem stability showed a positive correlation. Second, self-presentation motivation, self-esteem, and self-esteem stability directly affected social anxiety of high school students. Third, in the relationship between self-presentation motivation and social anxiety, self-esteem showed a significant moderating effect, and self-esteem stability did not.
 Conclusions Understand the effect of high school students' self-presentation motivation on the occurrence of social anxiety, and use it in counseling scenes by referring to the moderating effect of self-esteem and the characteristics of self-esteem volatility of high school students.

고등학생의 자아존중감이 진로성숙도에 미치는 영향

This article aims to explore the effect of high school students’ self-esteem on career maturity through the dual mediation of school happiness and self-directed learning. To this end, panel data of 2, 359 students(2019) from the BELS were used. As a result of the study, students’ self-esteem had a positive effect on self-directed learning, school happiness, and career maturity, and school happiness and self-directed learning also had a positive effect on career maturity. By performing bootstrapping through phantom variables, school happiness and self-directed learning were found to have a partial mediating effect on the effect of self-esteem on career maturity, and the indirect effect was greater than the direct effect. In addition, it was confirmed that the mediating effect of school happiness was greater than that of self-directed learning. Based on theses results, school adaptation and belonging promotion program that can increase school happiness, community activities and counseling to form relationships with teachers were proposed.

고등학생의 자기주도적 학습태도가 회복탄력성을 매개로 수업만족도에 미치는 영향

This study aims to analyze the effect of high school students' self-directed learning attitude on class satisfaction through resilience. To achieve this, a structural equation model was established to examine the relationship between the three variables, and data from 2,793 general high school students within the 9th year of SELS2010 were analyzed. The results showed the fit of the structural equation model was very good (CFI=.983, TLI=.976, RMSEA=.059, SRMR=.033). Moreover, self-directed learning attitude had a statistically significant positive effect on resilience and class satisfaction, and resilience also had a statistically significant positive effect on class satisfaction. Additionally, the mediating effect of resilience was found to be statistically significant. These findings suggest that educational efforts to enhance not only self-directed learning attitude but also resilience is needed to improve high school students' class satisfaction.

The Effect of High School Students’ Doing Sports on Self-Confidence (Sample of Kilis Province)

Aim: The aim of this research is to examine whether the sports status of high school students has any effect on their self-confidence and to examine them in terms of different variables.
 Material & Method: The population of the research consists of students studying in high schools located in Kilis. The sample of the study consists of 415 students, 210 male and 205 female, randomly selected from high schools in Kilis. A personal information form developed by the researchers was used to collect information about the independent variables. The “Self-Confidence Scale”, developed by Akın (2007) as a data collection tool to measure students’ self-confidence levels, was used to determine the existing self-confidence levels of individuals. While evaluating the study data, descriptive statistical methods were used. Independent sample T-Test and ANOVA Test were used in the analysis of the data. In the analyzes used, the level of significance was determined as p<0.05.
 Results: In the obtained findings, no statistical significance was found in terms of the variable of students’ gender and active sports year. Statistically significant was observed in terms of grade variable, active sports involvement variable and sports type.
 Conclusion: It was concluded that high school students who do sports are more self-confident than those who do not. It was concluded that as the grade level of the student increased, the self-confidence also increased. It has been concluded that students who do team sports are more self-confident than those who do individual sports.

How Do Computational Thinking and Logical and Math Thinking Skills Predict Programming Self-Efficacy?

The aim of this study is to examine the effects of high school students’ perceptions of computational thinking skills and perceptions of logical and mathematical intelligence on their programming self-efficacy. Descriptive survey model as a quantitative research design was used in the research. The data were collected face to face on a voluntary basis from 506 students aged 14-16 studying at various high schools in Türkiye. Thirteen incorrect or missing data items were removed. The remaining 496 data items were analyzed. Three scales were completed by the students: “Computational Thinking Scale,” “Logical and Mathematical Intelligence Perception Scale” and “Programming Self-Efficacy Scale.” Structural equation modeling was used to test the relationship between the variables. The results indicate that high school students’ computational thinking skills and mathematical and logical thinking skills have an effect on their programming self-efficacy. In addition, students’ mathematical and logical thinking skills predicted their computational thinking skills.

A Study on the Double Mediating Effect of School Psychosocial School Environment Satisfaction and Bonding with Teacher in the Effects of High School Students' Academic Stress on Happiness

A Study on the Double Mediating Effect of School Psychosocial School Environment Satisfaction and Bonding with Teacher in the Effects of High School Students' Academic Stress on Happiness

고등학생의 신체활동이 학업 스트레스와 스트레스 대처방안에 미치는 영향

The purpose of this study was to examine the effects of high school students’ physical activity on academic stress and stress response plans. The subjects of this study were 468 high school students for analysis by simple random sampling. The survey tool was used by adopting a questionnaire whose reliability and validity were verified in previous studies. The collected data went through coding and data cleaning. Statistical processing was analyzed using Version SPSS 23.0, and independent t-test, One way ANOVA, and Simple Linear Regression Analysis were performed. As a result, first, the academic stress and stress response plan according to the amount of physical activity was significantly higher in the high-intensity group than in the low-intensity and medium-intensity groups. Second, it was found that the higher the amount of physical activity, the more positive the stress response plan’s problem-solving coping plan and social support coping plan. It is thought that high school students’ academic stress is affected by their understanding of their own stress and having a coping plan. Therefore, it is necessary for parents or teachers to identify the main causes and levels of stress for high school students and to find coping measures together.

The Effects of High School Students’ Parents-Children Communication on Academic Achievement via Mental Health and Self-Directed Learning: Focusing on the Comparison of Pre- and Post-COVID 19

본 연구에서는 부산교육종단연구(BELS) 중1 패널의 4차(BELS 2019, 고1)와 5차(BELS 2020, 고2) 데이터를 이용하여 고등학생의 부모-자녀 의사소통이 정신건강과 자기주도학습을 매개로 학업성취도에 어떠한 영향을 미치는지에 대해 코로나19 전후를 중심으로 살펴보았다. 이를 위해 대응표본 t-검정과 구조방정식모형을 이용하여 분석한 결과는 다음과 같다. 첫째, 코로나19 이후 정신건강과 수학 성취도는 하락하였으며, 자기주도학습과 국어, 영어 성취도는 상승하였다. 둘째, 부모-자녀 의사소통은 정신건강과 자기주도학습에 정적으로 유의한 영향을 미쳤다. 또한 정신건강은 자기주도학습에 정적인 영향을, 자기주도학습은 학업성취도에 정적인 영향을 미치는 것으로 나타났다. 셋째, 부모-자녀 의사소통은 자기주도학습을 매개로 학업성취도에 간접효과를 나타내었으며, 정신건강 또한 자기주도학습을 매개로 학업성취도에 간접효과를 나타내었다. 이러한 연구결과는 부모-자녀 의사소통이 고등학생의 정신건강, 자기주도학습에 영향을 미치는 만큼 부모와 자녀 간의 원활한 의사소통을 위한 부모교육이 필요함을 시사한다.In this study, using the 4th (2019) and 5th (2020) data of the 1st grade panel in the middle school of the Busan Longitudinal Study of Education, we looked at how high school students' parents-children communication affects their academic achievement through mental health and self-directed learning, focusing on pre- and post-COVID 19. For this purpose, the results of analysis using the paired sample t-test and structural equation model are as follows. First, after COVID 19, achievement in mental health and mathematics declined, while self-directed learning, Korean, and English achievement increased. Second, parents-children communication had a positively significant effect on mental health and self-directed learning. In addition, it was found that mental health had a positive effect on self-directed learning, and self-directed learning had a positive effect on academic achievement. Third, parents-children communication showed an indirect effect on academic achievement through self-directed learning and mental health showed an indirect effect on academic achievement through self-directed learning. The implications are as follows. Since communication between parents and their children affects the emotions and cognition of their children, it is necessary to recognize the importance of the role of parents in the family and to provide parental education for smooth communication within the home.

The effect of risk perception, mask use, and social distance behavior on perceived stress in the COVID-19 process: Asectional study.

This study was carried out to determine the effect of high school students' perception of risk of COVID-19, wearing masks and social distance behavior on stress during the COVID-19 pandemic. This descriptive study was performed on 1034 participants between the ages of 15 and 18 between June 21 and July 2,2021. "Descriptive Questionnaire," "COVID-19 Risk Perception Form,""Mask Wear Behavior Form,""Social Distance Behavior Form," and "Perceived Stress Scale" were used in data collection. It was determined that 81.4% of the students used disposable medical masks, and 50.6% of them used the mask they wore for one day. In the characteristics of the risk perception of COVID-19, 31% have a risk perception, 45% are afraid to contact people returning from abroad, 58.8% avoid going to crowded places, 66.8% are afraid of contacting people with flu symptoms. It was found that theyalways kept sufficient distance while communicating with others. As a result of the multiple regression, it was determined that gender, mask type, mask usage frequency, risk perception, social distance behavior, and mask-wearing behavior had a statistically significant effect on the perceived stress level(p < 0.05). These results provide theoretical inferences for public health policies targeting the high school students to develop accurate risk perception and protective behaviors.

高中生未来时间洞察力对学习投入的影响：个人成长主动性的中介作用

高中生未来时间洞察力对学习投入的影响：个人成长主动性的中介作用

Mathematical Success with Fuzzy Logic Modeling

In this paper, the effect of high school students on mathematics achievement by taking active participation and absent of high school students was investigated by using fuzzy logic modeling. The questionnaire prepared by the researcher is applied to the students to determine the active participation of the students. These written exam scores are used in order to evaluate the absences and achievements of the students until the end of the 1st semester written exam. In this study, inputs are active participation and absent, and output is mathematics achievement. These data were tabulated, graded and transferred to Matlab and the model is obtained by using fuzzy logic toolbox. The actual results obtained from this model with the output values R^2 review by making the similarity rate is found to be 80%.

Game-based learning as a gateway for promoting financial literacy – how games in economics influence students’ financial interest

The teaching of financial literacy through game-based approaches is legitimized by the ability of game-based learning (GBL) to simulate financial decisions that young people have not yet encountered in their lives due to limited legal capacity and economic dependence on the parental home. Although results on the general effectiveness of games are already available, the question about for which students GBL is effective in teaching financial literacy has not yet been researched in depth. Based on pedagogical interest theory, a pre–post design (n = 50; 30 female students) was conducted to investigate the effects of high school students’ individual prerequisites on their game experience and their development of situational interest by playing an analog game and debriefing. The main findings indicate that a higher level of prior motivation for this topic has a positive effect on game experience and situational interest. A high level of prior knowledge and leisure activities concerning finance may have a somewhat negative effect. Such games are particularly suitable for students who are aware of the subjective significance of finance but have not previously had the opportunity to engage with this topic for different reasons.

Effect of high school students’ perception of accounting on their acceptance of using cloud accounting

ABSTRACT This study explores the role of the perceived image of accounting in determining key variables that influence high school accounting students’ acceptance of using cloud accounting as a new technology. We adopted the technology acceptance model (TAM) as its theoretical framework. High school accounting students enrolled in the ‘Kyoto Subaru High School Career Course Business Game (KCB)’ at a mid-sized commercial high school in Japan were the participants. During the KCB, the students engaged in learning interventions using business games that incorporated cloud accounting. We found that high school students’ image of accounting as a decision-making tool is important to strengthen the perceived usefulness of cloud accounting on their intention to use its technology. However, we could not demonstrate that students’ accounting perceptions moderate another significant TAM path between perceived ease of cloud accounting use and intention of its technology use. These results provide new insights regarding effective and relevant ways to offer students more opportunities to use the new technology and gain hands-on experiences in the accounting education curriculum.

Investigation of the Effect of High School Students' Attitudes to Physical Education Course on Empathic Behavior in Sports Environment

The aim of this study is to examine the possible effects of high school students' attitudes towards Physical Education and Sports lessons on their empathic behaviors in the sports environment. Mean age x̄ =15.12± SD=1.05, n=133 male, n=117 female, total n=250 high school students participated in the study. In the study, the "Physical Education Lesson Attitude Scale for High School Education Students" developed by Güllü and Güçlü (2009) and the "Empathy Scale in Sports" developed by Erkuş and Yakupoğlu (2001) were used. In the analysis of the data "Independent groups t-test" was to compare students' scores on used empathy in sports and physical education lesson attitudes according to gender, pearson correlation analysis was used for the relationship of the scales according to the age variable, and simple linear regression analysis was used for the prediction of empathy in sports. According to the results, it was found that the attitude towards physical education and sports lessons is a significant predictor of empathy in sports.

The Effect of High School Students' Concept Perception Change &amp; Affective Domain by The Experience of The Biology Class Convertible from Contact to Non-Contact Class

The Effect of High School Students' Concept Perception Change &amp; Affective Domain by The Experience of The Biology Class Convertible from Contact to Non-Contact Class

The effect of High school Students' Covert narcissism on Interpersonal problems: The Mediating effect of Perfectionistic self-presentation and Ambivalence over Emotional Expressiveness

목적 본 연구에서는 고등학생의 내현적 자기애 성향이 대인관계문제에 미치는 영향에서 완벽주의적 자기제시와 정서표현 양가성을 매개 변인으로 선정하고 이들 간의 구조적 관계를 분석하였다. 방법 이를 위하여 강원도 소재 고등학생 362명을 대상으로 관련 변인을 측정하기 위하여 설문 취지를 설명하고 검사를 실시하였다. 수거한 설문지 중 불성실한 응답 자료를 제외하고, 총 345부의 자료를 신뢰도 분석과 기술통계 및 상관분석, 구조방정식 모형 분석을 실시하였다. 결과 첫째, 내현적 자기애는 대인관계문제, 완벽주의적 자기제시와 정서표현 양가성에 유의미한 영향을 미쳤다. 둘째, 정서표현 양가성이 대인관계문제에 미치는 영향은 유의미하였다. 셋째, 완벽주의적 자기제시가 정서표현 양가성과 대인관계문제에 미치는 영향은 유의미하지 않았다. 넷째, 내현적 자기애와 대인관계문제의 관계를 정서표현 양가성이 부분 매개하는 것으로 나타났다. 다섯째, 내현적 자기애가 완벽주의적 자기제시와 정서표현 양가성을 순차적으로 이중 매개하여 대인관계문제에 영향을 미치는 경로는 유의하지 않았다. 결론 본 연구 결과는 고등학생의 내현적 자기애 성향이 대인관계문제에 미치는 영향을 살펴봄으로써, 내현적 자기애 성향 고등학생들의 대인관계문제에 대하여 정서표현 방법에 대한 상담 개입 및 교육의 필요성을 확인하였다는 점에서 의의가 있다.

Lise Öğrencilerinin Güneşten Korunma Özyeterlilik ve Algılarının Güneşten Korunma Davranışlarına Etkisi

Background: It is important to identify the risks that may cause skin cancer development in adolescents and the factors affecting sun protection behaviors. Objectives: This study was carried out in a descriptive and cross-sectional design to determine the effect of high school students’ self-efficacy and perceptions for sun protection on their sun protection behaviors. Methods: The study was conducted from February to April 2019 with 846 students from two high schools in Turkey. The data of the study were collected using a personal information form, the Sun Protection Behavior Scale (SPBS), the Decisional Balance Scale (DBS) for Sun Protection, and the Self-Efficacy Scale for Sun Protection (SES). The data were analyzed through SPSS and AMOS software packages using Pearson’s correlation analysis, the linear regression analysis, and the structural equation model. Results: In the multiple regression analysis, a model was created according to the relationship between the variables. In the model, high school students’ self-efficacy and perceptions for sun protection explained 33.6% of their sun protection behaviors. It was found that all the factors except for DBS cons perception (p&amp;gt; .05) had a statistically significant effect on students’ sun protection behavior. According to the structural equation model, the fit indices of the model were found to be greater than .91. Conclusion: As adolescents’ self-efficacy levels and perceptions of the pros and cons increase, their likelihood of exhibiting sun protection behaviors increases as well. In adolescent training, it is important to design and disseminate educational programs consisting of interventions that will increase adolescents’ self-efficacy and perceptions of decision-making.

Effects of high school students' self-efficacy and parent conversation on career maturity: Focusing on the moderating effect between satisfaction and non-satisfaction group

Effects of high school students' self-efficacy and parent conversation on career maturity: Focusing on the moderating effect between satisfaction and non-satisfaction group

Schwartz's model-based instructional design for chemistry education: Effects of high school students’ creativity

This study aimed to investigate the effect of the Schwartz's model on chemical concepts acquisition, improving creative thinking skills, and learning transfer of the ninth grade students. Participant of the study consisted of (64) ninth grade students from the Directorate in Amman, academic year (2018/2019), and they were divided randomly into experimental and control group. To achieve the objectives of the study, a teacher's guide for the electrochemistry unit was prepared using the chemistry curriculum for the ninth grade. Furthermore, creative thinking skills and chemical concepts were combined according to the Schwartz's model, and the chemical concept test was prepared in the form of a multiple choice test and test learning effect transfer. Also, the Torrance Test of Creative Thinking was prepared. Data were analyzed using ANCOVA, ANOVA and results showed the effectiveness of the Schwartz's model of chemical concepts, improvement in creative thinking skills, and transference of learning effect in favor of the experimental group students, and statistically significant difference was seen (α = 0.05) between the average performance of the study sample and in favor of the experimental group students. In light of the results, the study recommended the need for science students to use the Schwartz's model in teaching.

Analysis of Interest and Scientific Literacy Skills of Senior High School in Learning Physics

Scientific literacy is a person's ability to understand science, communicate science, and apply scientific knowledge to solve problems so that they have high attitudes and sensitivity to themselves and their environment in making decisions based on scientific considerations. This study aims to determine the understanding of high school students regarding scientific literacy and to determine the effect of high school students' interest in learning on science literacy learning outcomes. This study involved 201 high school students in Surabaya, Sidoarjo and Gresik. This study uses a mixed-method, namely, by using a quantitative approach and a qualitative approach. Quantitative analysis was perform using regression and correlation tests. The qualitative research obtains from questionnaires and interviews with students. The answers from students categorized into four levels, namely a score of 0 (did not answer the questions), score 1 (responded to questions but not quite right), score 2 (answered correctly) and score 3 (answered correctly) with exact categories). From the research results, it can conclude that students' understanding of scientific literacy is still low. The regression test where the significance value is 0.095&gt; 0.05, which means that there is no influence of students' interest in learning on the results of students' scientific literacy skills, while the correlation test shows that the correlation between students' interests and the effects of scientific literacy skills (r) is 0.118. This indicates that there is a shallow relationship between students 'interest in learning and the consequences of high school students' scientific literacy skills. This research recommended that students can improve their understanding of scientific literacy by getting used to reading scientific literacy before learning begins so that students' interest in reading scientific phenomena increases.