First-year High School Students Research Articles

Profiles of Family and School Experiences and Adjustment of Adolescents During the Transition to High School.

Although family and school experiences play an important role in adolescents' adjustment during the transition to high school, most prior studies investigated the effects of these experiences in isolation; their joint implications for both adolescents' concurrent and long-term adjustment outcomes are less clear, and the potential role of individual characteristics within such associations remains understudied. Based on 525 10th graders (Mage = 15.48, SDage = 0.71, 43.6% boys) who participated in a longitudinal study, the present research aimed to identify distinct family and school experience profiles among first-year high school students and examine their associations with adolescents' internalizing problems and externalizing problems, both concurrently and 18 months later. Latent profile analysis revealed four distinctive profiles: thriving, low resources-moderate family risk, developmental stress-high parental conflicts, and developmental stress-high peer victimization profiles. The other three profiles (vs. the thriving profile) reported significantly higher levels of concurrent internalizing problems; while these differences diminished after 18 months. However, the enduring impacts of these profiles on internalizing problems persisted among adolescents with higher levels of environmental sensitivity. Additionally, adolescents characterized by two developmental stress profiles (vs. the thriving profile) exhibited significantly higher levels of externalizing problems both currently and longitudinally. Findings underscore the importance of identifying at-risk populations among adolescents during the transition to high school by including both family and school experiences when examining environmental influence on their adjustment, as well as the necessity to take individual environmental sensitivity into account when examining these associations.

An analytical tool for assessing the formation of the scientific mind of students participating in inquiry activities

ABSTRACT This work reports the development and application of an analytical tool for the analysis of the formation of the scientific mind of students who took part in inquiry activities, based on the philosophy of Gaston Bachelard, in a Chemistry Club. For the construction of the analytical instrument, an extracurricular course was offered to first-year high school students in which theoretical-practical inquiry activities were carried out at level 4, where the students were required to propose a hypothesis to begin the inquiry activities. Based on the students’ responses, as well as on the theoretical framework and other theoretical perspectives on science teaching – which also take inquiry teaching into account, the analytical instrument, titled Analytical Map of the Scientific Mind, was constructed. The validation of the instrument was carried out through the application of double-blind analysis of the responses provided by the students in the inquiry-based activities developed in the Chemistry Club. The findings of this study showed that the analytical tool was able to categorise the ideas expressed by the students and helped monitor the development of the scientific mind.

THE DEVELOPMENT OF LEARNING ACHIEVEMENT IN CHEMISTRY ON CHEMICAL REACTIONS USING AN EXPERIMENTAL METHOD FOR YEAR ONE HIGH SCHOOLSTUDENTS

This study investigated the efficacy of an experimental method for improving learning achievement and satisfaction in first-year high school chemistry. Thirty students from a high school in Yinchuan, China, were randomly assigned to participate in the research, which utilized a pre-test/post-test group design. The research used four lesson plans focusing on chemical reactions, specifically between the metal sodium and its compounds. These lessons were validated for effectiveness using the 80/80 criterion. Additionally, a chemistry achievement test and a student satisfaction questionnaire were employed, both demonstrating appropriate difficulty and discrimination indices and high reliability.
 The results demonstrate that the students learning achievement in chemistry significantly improved after using the experimental method. The mean score before studying was 14.90 (SD = 2.04), while the mean score after studying was 18.43 (SD = 2.06). This difference was statistically significant at the.05 level. Furthermore, the students expressed high satisfaction with the experimental learning approach. The overall satisfaction score was 4.64 (SD = 0.49), and specific aspects like interest and motivation and the perceived usefulness of the method received even higher ratings. This study suggests that utilizing experimental methods as part of the chemistry curriculum can effectively enhance learning achievement and positive student attitudes towards the subject, particularly in first-year high school students.

Designing a Dual-Credit Hybrid Health Course

This design case describes the development of a dual-credit hybrid health course for incoming first-year high school students seeking to earn college credit. I developed the hybrid health course from the Personal Health Management course I taught at the university level. During the process, I was communicating with the high school health co-instructor. This one-semester hybrid course allows high school students to learn about the many dimensions of wellness and comprehend concepts related to health promotion and disease prevention. In addition, students can view content online and in class, participate in discussion peer activities, complete weekly quizzes, and develop a personal health management plan. Upon completing the course, students earn 3-credit hours towards their college degree.

The Effects of Genre Writing on Korean High School Learners’ English Writing Abilities and Learning Motivation according to the Degree of English Writing Anxiety

English writing education is crucial for ESL/EFL learners, and the significance of affective factors, such as anxiety, has been emphasized. However, there are limitations in the school field that prevent a balanced English learning environment. Moreover, longitudinal studies are lacking to track learners’ progress over time. Thus, this study aimed to investigate the effects of genre writing on Korean high school learners’ English writing abilities and learning motivation according to the degree of English writing anxiety. The study engaged twelve first-year (Grade 10) high school students who participated in genre writing for a three-year longitudinal study from mid-March 2020 to December 2022. The results of this study are as follows. First, it confirmed that the English writing anxiety of all learners who participated in genre writing was significantly alleviated. However, the higher the level of English writing anxiety, the more significant the alleviation. Second, it was found that the English writing abilities of all students who participated in genre writing was significantly improved in most period sections, regardless of their level of English writing anxiety. However, the lower the level of English writing anxiety, the greater the improvement in the English writing abilities. Finally, the learning motivation of all students who participated in genre writing significantly improved, regardless of their level of English writing anxiety. The findings have useful pedagogical implications for teachers to develop English writing abilities while considering learners’ affective factors.

Effectiveness of Rosetta Stone as Media to Increase Vocabulary Skill in EFL Senior High School

Speaking skills in English can be obtained by mastering vocabulary. Therefore, this research aims to identify the improvement of students' mastery of vocabulary after utilizing Rosetta Stone. This study gathered both quantitative and qualitative data. The research was conducted on 20 purposively selected first-year high school students, chosen based on their experience with the Rosetta Stone application for learning English. Data was collected using questionnaires and interviews. The questionnaire items were focused on students’ motivation in using Rosseta Stone, improved English skill and confidence level after using the application. It was found that 50% of participants used the Rosetta Stone aplication to help them with their English at school. It's interesting to note that 10 out of 20 students (or 50%) said that after utilizing this application, their vocabularies abilities had improved the most. Additionally, according to 70% of respondents, utilizing the media improved users' English proficiency, with 8 out of 20 participants rating their degree of confidence in their ability to speak English as being a 5 on a scale of 5. Thus, Rosetta Stone application has been able to increase students' vocabulary mastery.

ENHANCING ENGLISH LANGUAGE PROFICIENCY IN GRADE 1 JUNIOR HIGH SCHOOL: THE IMPACT OF YOUTUBE VIDEOS AS A LEARNING TOOL

The purpose of this large-scale study is to comprehensively investigate the effectiveness of adding YouTube videos as a pedagogical tool to improve the English language skills of first-year high school students. The purpose of the research is to provide a nuanced understanding of the benefits of using YouTube as a learning tool and to determine whether the videos that students watch significantly improve their English vocabulary comprehension, retention and cognitive processing. This study uses strong descriptive qualitative research and carefully focuses on first-year high school students. The primary method of data collection involves conducting in-depth interviews that provide a deep and comprehensible study of students experiences and insights into the transformative impact of YouTube videos on their journey to English language proficiency. The research findings undoubtedly emphasize the effective power of YouTube videos as an important educational tool. Students who regularly use YouTube to improve their English skills show not only remarkable but also transformational differences from those who occasionally watch such videos. Basically, students who actively participate in the consumption of YouTube videos show a significant expansion of their vocabulary, which proves the positive and tangible impact of this multimedia platform on language learning. The study carefully examines the benefits of seamlessly integrating YouTube into the language learning curriculum. Beyond the limitations of traditional pedagogical methods, YouTube and its inherently engaging audiovisual nature appeals to students and attention and at the same time different learning styles are taken into account, which promotes a dynamic and engaging language learning experience. Through carefully crafted open-ended questions, participants share their nuanced observations, preferences, and challenges they encounter using YouTube videos for language learning. Characterized by its richness and complexity, this qualitative data collection strategy provides a comprehensive understanding of the complex dynamics between students and engagement with YouTube. The research findings highlight the central role of YouTube in improving high school students' English language skills. Active integration of YouTube with students and study routines not only improve comprehension but also contribute to better retention of vocabulary. The sensory stimuli characteristic of YouTube videos stimulate cognitive processes, making it easier to enter and remember English words. In addition, the research findings emphasize the critical importance of developing a technologically enriched learning environment. Integrating YouTube into educational software not only acts as a catalyst for language acquisition, but also promotes digital literacy and adaptability, skills that are critical in today's educational environment. In conclusion, this comprehensive study provides invaluable insights into the effectiveness of YouTube videos as a catalyst for improving English language skills among first-year elementary school students. The findings highlight the paradigm-shifting impact of seamlessly integrating multimedia content into the language curriculum, prompting further research and providing important pedagogical considerations. As technology advances, harnessing the pedagogical potential of platforms like YouTube becomes a key strategy to create dynamic, engaging and highly effective language learning experiences for students.

The Relationship Between Psychological Well-being and Creative Self-efficacy in High School Students

Objective: This study aimed to examine the relationship between psychological well-being and creative self-efficacy in high school students. Methods and Materials: The research method was descriptive-correlational and applied in terms of purpose. The data collection method was field-based, using the Psychological Well-being Questionnaire by Ryff (1989) and the Creative Self-Efficacy Questionnaire by Beghetto (2006). The statistical population of this study included all male and female first-year high school students in District 5 of Tehran during the 2021-2022 academic year, totaling 10,000 individuals. According to Morgan's sampling table, 370 students were selected as the statistical sample through random sampling, and the questionnaires were distributed among them. The validity and reliability of the questionnaires were confirmed using expert opinions and Cronbach's alpha test. To test the research hypotheses, Pearson correlation coefficient was used with the help of SPSS software. Findings: Findings indicated a positive and significant relationship between all dimensions of psychological well-being and creative self-efficacy. Conclusion: It is recommended that workshops and educational classes be conducted to provide necessary awareness and training to adolescents, parents, and educational and training instructors on reducing anxiety, tension, and depression, as well as useful coping strategies. This will also help increase students' creative self-efficacy.

우울이 그릿과 학업성적 자기평가의 매개를 통해 삶의 만족에 미치는 영향: 중학교와 고등학교 신입생 간의 차이를 중심으로

The purpose of this study is to determine whether grit and academic performance self-evaluation doubly mediate the effect of depression on adolescents' life satisfaction, and to verify whether this relationship differs between first-year middle school students and first-year high school students. To achieve the purpose of this study, latent mean difference and multi-group structural equation analysis was conducted using the 4th year of data surveyed in 2021 among the 2018 data of the Korean Children and Youth Panel Survey(KCYPS). The results of the study are as follows. First, high school students had significantly higher levels of depression and lower levels maintaining interest and sustained effort of grit, self-evaluation of academic performance, and life satisfaction than middle school students. In particular, it was found that high school students' self-evaluation of academic performance and life satisfaction were very loudly lower than middle school students. Second, in both the first year of middle school and the first year of high school, life satisfaction was low when depression was high. However, it was found that if the level of sustained effort of grit and self-evaluation of academic performance improves, the negative impact of depression on life satisfaction can be reduced. In addition, it was found that only when the level of maintaining interest of grit improves simultaneously with the level of self-evaluation of academic performance can the negative impact of depression on life satisfaction be reduced. Furthermore, It was also found that in order to increase life satisfaction, we must focus on improving sustained effort of grit for first-year middle school students, and we must focus on simultaneously improving of maintaining interest of grit and self-evaluation of academic performance for first-year high school students. Based on these research results, this study was proposed to provide a grit promotion program and self-exploration program appropriate for each school level, in order to increase life satisfaction of first-year middle school and first-year high school students.

Moderating Effects of Emotional Recognition Competency in Rejective Parenting and Adolescent Depression and Aggression.

Rejective parenting is a major antecedent of emotional instability and aggressive behavioral problems. Previous studies have reported that emotional problems, such as depression, anxiety, aggression, and conduct problems in children and adolescents, improve through interventions that enhance emotional recognition competency. In this study, we explored whether the emotional recognition ability levels of individual adolescents moderated the pathway of negative parenting on aggression mediated by depression The moderated mediating effect of emotional recognition competency was investigated through examining 2265 first-year high school students using the 2021 data from the Korean Children and Youth Panel Survey 2018. There was no significant moderating effect on the direct pathway from rejective parenting to aggression. The moderating effect of emotional recognition competency on the indirect pathway leading to aggression through depression in rejective parenting was significant. These results suggest that the ability to correctly understand signals related to the emotions of others can play an important role in reducing depression and aggressive behavior by reducing conflict with people around them and experiencing more support.

Exploring the benefits of e-learning for life and earth sciences education in Moroccan high schools

The reliance on online learning systems has increased during the COVID-19 epidemic to maintain education. The effectiveness of online life and earth science instruction is assessed in this study which involves 150 first-year high school students. Methodologically, it juxtaposes e-learning with traditional classroom teaching across various parameters. The study reveals that digital learning yielded better results across all considered variables (p < 0.05), irrespective of student gender (p = 0.216). Better performance was seen in subjects such as "man and the environment" and "greenhouse effect and climate change" when learning was carried out online (p < 0.001). However, no notable scoring differences were found in practical subjects such as " creation of ecological reserves to preserve biodiversity," "clean technologies to protect the environment" and " environmental education and sustainable development," (p = 0.627 and p = 0.147). Thus, e-learning proves to be a useful supplement to traditional instruction. It shouldn't be used in place of hands-on activities in all situations.

Development of Android Application on Digital Literacy: The Use of Technology Media for High School

Learning materials for Biology were still arranged in the form of hard-copy books in a State High School Langsa. Meanwhile, in the digital era, learning resources must be available in digital form and can easily be accessed on any electronic gadget, such as smartphones. Moreover, digital literacy competence becomes an urgent priority for students to achieve learning goals. This study aims to develop an Android-based application containing the topic of biodiversity based on local potentials. Also, it determines students’ digital literacy in using the platform. This study applied the ADDIE model as the instructional design, which involved 29 first-year high school students. The data were collected through validation sheets of relevant experts and rubrics of digital literacy skills. The data were then analysed by scoring the validation results and statistical Cluster Test. The results show that the validations done by Android and learning material experts (83.33 and 87.55) are strongly valid, with no revision required. The same validation (94.58) is also found by testing the 29 samples. The Cluster Test divided two groups into Group 1, having no technology mastery (5 students) and Group 2, having the capability to use technology (24 students). The significance test on each indicator of digital literacy resulted in a significance value of 0.01, 0.00 and 0.00, which was lower than the degree of freedom of 0.05. Therefore, both groups have different digital literacy skills in the use of technology. The developed android media is limited to the material of cultural biodiversities by integrating local potencies on flora and fauna living in mangrove areas.

Self-Injurious Behavior and Its Characteristics in a Sample of Mexican Adolescent Students.

Adolescence is a difficult stage, a period of risk for developing disorders, including depression and self-injurious behavior. A non-random sample was drawn (n = 563) from first-year high school students (32.8%) 185 males and 378 females (67.14%) from public schools in Mexico. The age range was 15 and 19 years, with a mean age of 15.63 (SD = 0.78). According to the results, the sample was divided into n1 = 414 (73.3%) adolescents without self-injury (S.I.) and n2 = 149 (26.4%) S.I. adolescents. In addition, results were obtained on methods, motives, time, and frequency of S.I., and a model was generated in which depression and first sexual experience obtained the highest Odd Ratio and d values in their relationship with S.I. Finally, we contrasted the results with earlier reports and concluded that depression is an important variable in S.I. behavior. Early S.I. detection will prevent the aggravation of S.I. and suicide attempts.

Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students.

The transition to the first year of high school constitutes a critical moment because it corresponds to the implementation of a career choice, which can impact students' satisfaction and psychosocial adjustment. The career construction model of adaptation holds potential to explain how students adapt to high school, by suggesting linkages among adaptive readiness, resources, responses, and results. However, research applying the career construction model to school transitions, combining social-emotional, career, and academic variables is still needed. This study explores the roles that social-emotional skills (an indicator of adaptive readiness) and career adaptability (an indicator of adaptability resources) play in explaining first-year high school students' agentic school engagement (an indicator of adapting responses). Measures of social-emotional skills, career adaptability, and school engagement were completed by 136 students (63.2% girls; M age = 15.68). Results from the hierarchical linear regression analysis suggest that social-emotional skills and career adaptability explain 32% of the variance and significantly contribute to explaining agentic school engagement. These findings seem illustrative of the potential of the career construction model of adaptation to deepen knowledge and understanding about the transition to high school and the implementation of career choices. Aligned with the literature, this study supports the calls for integrative psychological practices that acknowledge social-emotional, career, and academic variables when fostering students' psychosocial adjustment.

Didactic games to stimulate the learning of the periodic table in first-year high school students

Didactic games are attractive and motivating tools; they draw students' attention to the subject, quickly activate the learning mechanism, allow each student to develop their skills, and break the routine schemes in the classroom for teaching. The primary purpose of this work is to analyze the influence of didactic games as a pedagogical strategy in the teaching-learning process of the periodic table in first-year high school students. The research was applied to 60 students under a quasi-experimental modality, where two didactic games were implemented in an experimental group and another control group. It was developed with the application of the traditional teaching method. It was possible to observe that bingo and the chemical deck are suitable didactic activities, improving the students' attention. It is concluded that the game represents a didactic resource for teaching chemical elements, significantly improving grades.

그래프의 형식적 정의와 항등함수에 대한 학생의 표현과 의미에 대한 연구

The aim of this study is to analyze students' expressions explaining the formal definition of graphs and the identity function, and to explore the meaning underlying the expressions. To this end, we conducted clinical interviews with three first-year high school students. The data analyzed in this study are a portion of the data of 20 clinical interviews conducted for 6-7 sessions per student. As a result of the study, it was revealed that in order to understand the formal definition of a graph, meaning must be constructed through the process of mentally coordinating images of ordered pairs, set-builder notation, and function definition. The three students were unable to construct a formal definition of a graph, simply by understanding ordered pairs, set-builder notation, and function definitions. In addition, in the process of constructing the initial meaning of the identity function, an attempt to connect the meaning of the identity expression was confirmed. Based on the results of this study, we discussed the process of students understanding the formal definition of a graph and the understanding process of identifying the image of the identity function and the image of the identity expression. We finalized by suggesting implications. First, the teacher should design the class considering the coordination of three images related to ordered pair, set-builder notation, and function definition. Second, teachers should consider that there may be cases where students understand the concept of the identity function in connection with the identity expression. Finally, teachers need to plan various activities in class so that students can construct sufficient conceptual images to understand the concepts of functions.

Effectiveness of a Mobile App to Increase Risk Perception of Tobacco, Alcohol, and Marijuana Use in Mexican High School Students: Quantitative Study

Young people have the highest rate of drug use worldwide. Recent data from Mexico in this population show that the prevalence of illicit drug use doubled between 2011 and 2016 (2.9%-6.2%), with marijuana being the one with the highest increase (2.4%-5.3%), but also point out that alcohol and tobacco use have remained steady or decreased. Mexican adolescents are at high risk for drug use owing to a low perception of risk and the availability of drugs. Adolescence is an ideal period to reduce or prevent risky behaviors using evidence-based strategies. In this study, we aimed to test the short-term effectiveness of a mobile intervention app ("What Happens if you Go Too Far?" ["¿Qué pasa si te pasas?"]) that seeks to increase risk perception of tobacco, alcohol, and marijuana use in a sample of Mexican high school students. A nonexperimental evaluation based on pretest-posttest design was used to measure the effectiveness of a preventive intervention using a mobile app, "What Happens If You Go Too Far?" The dimensions analyzed were knowledge of drugs and their effects, life skills, self-esteem, and risk perception. The intervention was conducted on a high school campus with 356 first-year students. The sample included 359 first-year high school students (mean 15, SD 0.588 years; women: 224/359, 62.4% men: 135/359, 37.6%). The intervention increased the overall risk perception of tobacco (χ24=21.6; P<.001) and alcohol use (χ24=15.3; P<.001). There was no significant difference in the perception that it is dangerous to smoke 5 cigarettes, and there was a marginal difference in the perception that it is very dangerous to smoke 1 cigarette or to use alcohol or marijuana. We used a generalized estimating equation method to determine the impact of the variables on risk perception. The results showed that knowledge about smoking increased the risk perception of smoking 1 cigarette (odds ratio [OR] 1.1065, 95% CI 1.013-1.120; P=.01), and that knowledge about marijuana use (OR 1.109, 95% CI 1.138-1.185; P=.002) and self-esteem (OR 1.102, 95% CI 1.007-1.206; P=.04) produced significant increases in the risk perception of consuming 5 cigarettes. Resistance to peer pressure and assertiveness also increased the perceived risk of using tobacco and alcohol. The intervention has the potential to increase the perception of risk toward drug use in high school students by providing knowledge about the effects and psychosocial risks of drug use and by strengthening life skills that are associated with increased risk perception. The use of mobile technologies in intervention processes may broaden the scope of preventive work for adolescents.

수학적 태도 및 실천의 시나리오 검사 문항 타당화

This study developed scenario-based assessment items to measure students’ attitudes toward mathematics and mathematical practices, while evaluating the validity of the assessment. Familiar mathematical learning situations comprised scenarios for first-year high school students. For each scenario, we created multiple-choice items to evaluate eight components: interest, self-efficacy, meta-affect, persistence, challenge, conflict resolution, cooperation motivation, and enjoyment of mathematical culture. Factors of the evaluation elements were matched with the choices of items. The global citizenship factor was evaluated in a single scenario. Moreover, the content validity ratio, content validity, and agreement rate were obtained through two rounds of Delphi surveys on the developed items. After the Delphi survey, a preliminary test was conducted with high school students to confirm that the participants’ responses to the items aligned with the researchers’ assumptions. Based on these findings, we make recommendations for online implementation of the scenario test developed in this study.

2022 개정 영어과 교육과정 기본 어휘 목록: 개발과 적용

This paper outlines the major characteristics of the Basic Vocabulary List (BVL) of the 2022 Revised National Curriculum of English (RNCE), with special reference to the revisions made to the BVL of the 2015 RNCE. Some important features of the BVL of the 2022 RNCE are the following. First, the list is made up of 3,000 words, assuming the basic lexical unit to be a word family that consists of a headword and all its inflectional variations and a limited number of derivative forms, if any. Second, based on the recent findings that EFL learners have a shallow knowledge of word derivation, the list allows forms derived only by 36 derivational affixes to be included in word families. Third, the 3,000 words in the list are classified into three groups: the first group of 800 words for elementary school students, the second group of 1,200 words for middle school and first-year high school students, and the third group of 1,000 words for second- and third-year high school students. Along with some further minor revisions, the ways in which the three revisions have been made will be shown. The paper concludes with some pedagogical implications of the BVL of the 2022 RNCE.

Preventing Stress among High School Students in Denmark through the Multicomponent Healthy High School Intervention-The Effectiveness at First Follow-Up.

Stress is a widespread phenomenon and young people especially are experiencing high levels of stress. School-related factors are the most frequently self-reported stressors among adolescents, but few interventions have targeted the school environment. This study evaluated the effectiveness of the Healthy High School (HHS) intervention on stress at a 9-month follow-up. The study included 5201 first-year high school students (~16 years) in Denmark. Participating schools were randomized into the HHS intervention (N = 15) or control group (N = 15). Baseline measurements were conducted in August 2016 and the follow-up was conducted in May 2017. The intervention was designed to promote well-being (primary outcome) by focusing on physical activity, meals, sleep, sense of security, and stress (secondary outcomes). The intervention comprised: structural initiatives at the school level; a teaching material; peer-led innovation workshops; and a smartphone app. The 10-item Perceived Stress Scale was used to measure stress. Intervention effects on perceived stress were estimated using an intention-to-treat approach with multiple imputations of missing data and multilevel general linear regression modelling. A total of 4577 students answered the baseline questionnaire. No statistically significant difference was found in stress between students at intervention and control schools at the follow-up (mean score: 16.7 versus 16.7, adjusted b = 0.42, 95% CI: -0.16;1.00). The HHS Study is one of the first large randomized controlled trials targeting school environmental stressors. Potential implementation failures and the failures of the program theory are discussed.