Effects Of High School Students Research Articles

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> .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> 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.

고등학생의 사회적 지지가 그릿에 미치는 영향 : 학습동기의 매개효과

본 연구는 고등학생의 가족, 또래, 교사의 사회적 지지와 그릿의 관계에 있어서 학습동기가 미치는 영향을 살펴보는데 목적이 있다. 이를 위해 경기도 소재 3개 인문계 고등학교에 재학 중인 학생 592명을 대상으로, 사회적 지지 척도, 학습동기 척도, 그릿척도를 실시하였다. 가족, 또래, 교사의 사회적 지지는 학습동기를 매개로 그릿에 영향을 미칠 것이라는 가설을 설정하였고, 위계적 회귀분석과 Bootstrapping 방식으로 그것의 매개효과를 검증하였다. 검증 결과, 첫째, 학습동기는 가족 지지와 그릿과의 관계에서 매개효과를 가지는 것으로 나타났다. 특히 학습동기는 가족 지지와 그릿과의 관계에서 완전매개 하는 것으로 나타났다. 둘째, 학습동기는 교사 지지와 그릿과의 관계에서 매개효과를 가지는 것으로 나타났다. 특히 학습동기는 교사 지지와 그릿과의 관계에서 부분매개 하는 것으로 나타났다. 반면, 또래 지지와 그릿의 상관관계는 통계적으로 유의미하지 않았다. 따라서 가족 지지와 교사 지지는 학습동기를 통해 그릿에 직 · 간접적으로 영향을 주는 것으로 보인다. 이러한 연구 결과는 고등학생의 그릿 향상에 가족과 교사의 지지가 매우 중요하다는 것, 학습동기 향상을 통해서 그릿도 함께 증가시킬 수 있다는 것을 의미한다.

Effects of high school students’ noncognitive factors on their success at college

ABSTRACT High school students’ academic preparation (e.g. high school GPA, ACT composite score, AP credits earned) predicts and helps explain their academic performance at college. However, the effects of noncognitive factors on college success is less clear. This study examined the effects of adding high school students’ (N = 2279) self-efficacy, motivation, sense of belonging and academic goal engagement to academic preparation, on academic success in college using structural equation modeling. Two models were compared: the basic model which included only academic preparation and the enhanced model which included both academic preparation and noncognitive factors. Results indicated that the enhanced model that included noncognitive factors provided a stronger explanation for college students’ success. Further, academic goal engagement was more closely associated with performance whereas belonging was more closely associated with retention. The results of the current study have important implications for college administrators and future research.

High School Student Burnout: Is Empathy a Protective or Risk Factor?

Students’ school burnout has been extensively investigated in relation to interpersonal factors such as peer relations and social adjustment. However, few studies have examined the role of individual traits such as empathic skills. Our aim in this study was to test, within a single comprehensive model, how students’ empathic skills affect their levels of school burnout, both directly and indirectly via satisfaction with school relationships. A sample of 998 high school students (aged 14 to 19 years) took part in this cross-sectional study. Participants completed quantitative self-report measures of school burnout, empathic skills (both cognitive and affective), and satisfaction with school relationships (peers and teachers). Using structural equation modeling, we tested a conceptual model in which emphatic skills were hierarchically associated with satisfaction about school relationships and school burnout, while also controlling for age. The structural equation model offered an excellent fit for the empirical data. Analysis of the total, direct, and indirect effects showed that empathic skills were associated with both satisfaction about school relationships and school burnout. Satisfaction with school relationships appeared to mediate the relationship between empathy and school burnout. Students’ age was also found to have statistically significant effects. The negative effect of high school students’ empathic skills on their risk of school burnout may be prevented or at least reduced by helping them to develop positive and satisfying relationships with both teachers and peers.

Effect Of The Level Of Participation In Sportive Activities On Trust In Teachers And Identification Level With School l

The study was performed out to examine the effect of high school students' level of participation in sports activities on teacher confidence and identification with school. The research group consists of a total of 302 students, 211 males and 91 females studying in different types of high schools in Şanliurfa during the 2018-2019 academic year. In order to gain data for the purpose of the study, “Identification with School Scale” and “Teacher Trust Scale” were used. The students participating in the study were asked personal information questions regarding their demographic characteristics. The study was carried out in SPSS 22 statistical package program and the degree of significance was taken as 0.05. Independent Sample T (Independent Sample) test was used in binary comparisons, One-Way Variance Analysis (OneWayAnova) was used in multiple comparisons, and the correlation (Pearson) test was used to determine the relationship between variables. According to the responses given by the students who participated in the study, there was a significant difference between the groups in terms of facility adequacy in the school, the efficiency of the sports activities and the type of school, for the level of the students' confidence in the teacher and their identification with the school, but there was a significant difference between the groups in terms of their identification with the students. According to the results of the correlation analysis, a positive correlation was found between the students' confidence levels and their identification with the school. Finally, according to the regression results obtained, it was determined that the adequacy of the club activities and facilities in the school had a positive effect on the students' identification with the school and their confidence in the teacher.

The Effects of High School Students’ Consideration of Future Consequences, Self-Control on Active Procrastination and Passive Procrastination

This study aimed to examine how the contemplation of future consequences and the exercise of self-control affected active and passive procrastination behaviors evinced by high school students. A total of 510 high school students from Seoul and Gyeonggi province participated in this study. A questionnaire that queried the components of the consideration of future consequences, self-control, as well as active and passive procrastination was administered to the participants. The obtained data were analyzed using correlation and path analyses. The study yielded the following significant results: The consideration of future consequences was found to indirectly influence active and passive procrastination through the element of self-control. High scores in the sub-scale CFC-Future prompted higher self-control which, in turn, caused higher active procrastination and lower passive procrastination. Higher tallies in the sub-scale CFC-immediate were found to initiate lower self-control which, in turn, generated lower active procrastination and higher passive procrastination. In conclusion, the present investigation confirmed that the cognition of future consequences and the application of self-control affect both active and passive forms of procrastination. The outcomes of this study can contribute significantly to a more comprehensive understanding of the manners in which the thinking of future consequences influences active and passive procrastination behaviors exhibited by high school students. The results of this study can be used as a basis for prospective investigations into the theme of procrastination during adolescence.

Predicting economics student retention in higher education: The effects of students' economic competencies at the end of upper secondary school on their intention to leave their studies in economics.

Despite the importance of acquiring economic competencies at the secondary level and the worldwide popularity of economics in higher education, there is almost no research on the effects of economic competencies on economics student retention. Based on a longitudinal sample of 538 high school students in Switzerland, this study provides the first results on this topic. The longitudinal study took place from 2011 to 2016 and comprised two points of measurement. Economic competencies were measured multidimensionally and comprised knowledge and skills, as well as attitude, value-oriented dispositions, interest and motivation. Different student retention models were adapted and combined to explain student retention in the field of economics. According to these models, students’ academic and social integration are key mediators to predict their retention. Based on these theoretical explanations, structural equation modelling was then used to test the long-term effects of high school students’ economic competencies at the end of upper-secondary school on their retention in studying in the field of economics. The results show that economic competencies predict economics students’ academic integration (as measured by grade point average) but not their social integration. Additionally, the data confirm that academic and social integration are strong mediators for their retention. In addition to economic competencies, students’ cognitive abilities, prior schooling (school grades, school profile, and school type) and perceived family support predict student retention in economics. Overall, economic competencies account for a substantial proportion of the variance in student retention. Against this background, the results indicate that fostering high school students’ economic competencies plays a crucial role in their study success in the field of economics.

고등학생의 학교 진로교육 상담이 교육 만족도와 진로결정 자기효능감에 미친 효과

고등학생의 학교 진로교육 상담이 교육 만족도와 진로결정 자기효능감에 미친 효과

고등학생의 심리적 안녕감이 대인관계문제에 미치는 영향: 자아고갈의 조절효과

고등학생의 심리적 안녕감이 대인관계문제에 미치는 영향: 자아고갈의 조절효과

Impact of Academic Achievement on Students’ Mathematical and English subject-attitude: An Integrated approach for I/E and BFLPE Models

본 연구의 목적은 우리나라 고등학생의 학업성취도가 교과태도 발달에 미치는 효과를 알아보기 위한 것이며, 이를 위하여 개인의 내적/외적(I/E) 참조체제 및 ‘작은 연못의 큰 물고기 효과(Big Fish Little Pond Effect: BFLPE)’(Marsh, 1987)를 연계한 통합모형을 구성하였다. 2015 국가수준 학업성취도 평가에 참여한 일반계 고등학교 1,457개의 2학년 학생 총 399,715명을 연구대상으로 하였고 영어와 수학 성취도 및 교과태도 간의 관계를 다층 구조방정식 모형을 적용하여 분석하였다. 분석 결과, 첫째, 학생수준에서 개인의 영어, 수학 학업성취도는 동일 영역 교과태도에는 정적 영향을, 다른 영역의 교과태도에는 부적 영 향을 나타내었다. 둘째, 본 연구에서 구안한 I/E 통합모형에 따르면, 학업성취도의 학교맥락 효과는 교과별로 차이를 보였다. 즉, 학교수준의 영어성취도 효과는 학생 개인의 영어와 수학 교과태도 모두에 부적으로 나타났다. 반면 학교수준의 수학성취도는 영어와 수학 교과태도 모두에 정적인 효과를 보였다. 마지막으로 본 연구결과를 통해 학업성취도의 학교맥락 효과와 학생평가 개선 방안에 대한 시사점과 추후 연구를 위한 제언에 대해 논의하였다.The main purpose of this study was to examine the school contextual effects of high school students’ English and Math academic achievement on their attitudes toward English and Math subjects, which are supposed to be formed by social comparisons. In part, this was based on the internal and external frames of reference(I/E) and the big-fish-little-pond effect(BFLPE) models in one integrated model. In order to address our research questions, doubly-latent multi-level structural equation models, differentiating between the student and school levels were applied to the National Assessment of Educational Achievement 2015 data. The results of this study showed that the integrated I/E model fit the data well. At the student level, academic achievement in one domain was positively related to academic attitude in that domain but negatively related to academic attitude in other domain. At the school level, school-average English achievement had negative effects on both students’ English and Math academic attitude. On the other hand, the positive effects of school-average math achievement on student’s English and Math academic attitude were found. The implications of these findings are discussed, as well as the role of classroom assessment for the development of students’ affective achievement. Finally several limitations of this study were noted to guide interpretation of the results and to stimulate further research.

고등학생의 체험활동 참여가 진로정체감에 미치는 영향 : 잠재성장모형의 활용

고등학생의 체험활동 참여가 진로정체감에 미치는 영향 : 잠재성장모형의 활용

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students.

School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed.

The Effects of High School Students' Academic Emotion Regulation on Career Decision Making Self-Efficacy: Examining the Mediating Roles of Meta-cognition

The Effects of High School Students' Academic Emotion Regulation on Career Decision Making Self-Efficacy: Examining the Mediating Roles of Meta-cognition

고등학생의 신체활동 의도가 스트레스 대처양식 및 시험스트레스에 미치는 영향; 신체활동 참가여부와 성별 비교

고등학생의 신체활동 의도가 스트레스 대처양식 및 시험스트레스에 미치는 영향; 신체활동 참가여부와 성별 비교

The Effects of High School Students' Extraversion on Their Post-Traumatic Growth : The Mediating Effect of Social Support

The Effects of High School Students' Extraversion on Their Post-Traumatic Growth : The Mediating Effect of Social Support

The Effects of High School Students’ Calling on Career Decision Self-Efficacy and Career Maturity

The Effects of High School Students’ Calling on Career Decision Self-Efficacy and Career Maturity