Grade Of Secondary School Research Articles

Prevalence of RT-qPCR-detected SARS-CoV-2 infection at schools: First results from the Austrian School-SARS-CoV-2 prospective cohort study.

BackgroundThe role of schools in the SARS-CoV-2 pandemic is much debated. We aimed to quantify reliably the prevalence of SARS-CoV-2 infections at schools detected with reverse-transcription quantitative polymerase-chain-reaction (RT-qPCR).MethodsThis nationwide prospective cohort study monitors a representative sample of pupils (grade 1–8) and teachers at Austrian schools throughout the school year 2020/2021. We repeatedly test participants for SARS-CoV-2 infection using a gargling solution and RT-qPCR. We herein report on the first two rounds of examinations. We used mixed-effects logistic regression to estimate odds ratios and robust 95% confidence intervals (95% CI).FindingsWe analysed data on 10,734 participants from 245 schools (9465 pupils, 1269 teachers). Prevalence of SARS-CoV-2 infection increased from 0·39% at round 1 (95% CI 028–0·55%, 28 September-22 October 2020) to 1·39% at round 2 (95% CI 1·04–1·85%, 10–16 November). Odds ratios for SARS-CoV-2 infection were 2·26 (95% CI 1·25–4·12, P = 0·007) in regions with >500 vs. ≤500 inhabitants/km2, 1·67 (95% CI 1·42–1·97, P<0·001) per two-fold higher regional 7-day community incidence, and 2·78 (95% CI 1·73–4·48, P<0·001) in pupils at schools with high/very high vs. low/moderate social deprivation. Associations of regional community incidence and social deprivation persisted in a multivariable adjusted model. Prevalence did not differ by average number of pupils per class nor between age groups, sexes, pupils vs. teachers, or primary (grade 1–4) vs. secondary schools (grade 5–8).InterpretationThis monitoring study in Austrian schools revealed SARS-CoV-2 infection in 0·39%-1·39% of participants and identified associations of regional community incidence and social deprivation with higher prevalence.FundingBMBWF Austria.

Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores.

The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.

PROBLEM SOLVING STRATEGIES USED BY GIFTED SECONDARY SCHOOL STUDENTS TO SOLVE MATH PROBLEMS

The general purpose of this study was to determine the strategies used by gifted secondary school students in solving mathematics problems. To collect data about the problem solving strategies of the gifted students, a case study was used. The research was performed at the Science and Arts Center of Ankara Province in Turkey. The study was conducted with five 7th grade secondary school students. In the sample chosen, first, the necessary permissions were obtained from the Ministry of National Education in Turkey, and then, the random sampling method was used. A problem solving test that was developed by the researcher was used as the measurement instrument. There were 5mathematics problems in the test, and each problem was checked whether specific problem solving strategies were used or not. Additionally, problems were developed by following the objectivesof the secondary mathematics curriculum. The responsesof the students were evaluated through semi-structured interviews for each problem according to the strategies used, and field notes were taken during the semi-structured interviews by the researcher. The data were analyzed using descriptive analyses and voice thinking techniques. The results of the study revealed that the students used 8 different strategies for solving the mathematics problems. They most frequently used logical reasoning and finding pattern problem solving strategies during the solution of these problems, however the working backward and considering extreme cases strategies were never used by the gifted students.

İngilizce Dersinde UbD Temelli Yaratıcı Drama Etkinliklerinin Öğrenciler Üzerindeki Yansımalarının İncelenmesi

Bu araştırmanın amacı İngilizce dersinde UbD temelli yaratıcı drama etkinliklerinin ortaokul öğrencileri üzerindeki yansımalarının incelenmesidir. Araştırma olgubilim deseniyle yürütülmüştür. Araştırmanın katılımcılarını ortaokul yedinci sınıfa devam eden 15 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak öğrenci günlükleri kullanılmıştır. Araştırmanın uygulama süreci dört hafta boyunca devam etmiştir. Öncelikle İngilizce derslerinde kullanılmak üzere UbD planları hazırlanmış ve bu planlara yaratıcı drama etkinlikleri entegre edilmiştir. Sonrasında ünite planının uygulaması gerçekleşmiştir. Her yaratıcı drama etkinliğinin sonunda öğrencilerden günlük tutmaları istenmiş ve bu sayede onların ne kadar ilerlediklerini göstermeleri ve görüşlerini kendi ana dillerinde ifade etmeleri beklenmiştir. Toplanan veriler içerik analizi yöntemiyle analiz edilmiştir. Elde edilen bulgular, yaratıcı drama ile yapılan etkinlikler sonunda öğrencilerin öz güvenlerinin arttığını ve geleneksel yöntem ile işlenen İngilizce dersinden daha çok aktif katılımda bulunduklarını ortaya koymuştur. Öğrencilerin kendi öğrenme süreçleri hakkında farkındalıklarının gelişmesi adına benzer araştırmalara gelecekte de yer verilebilir ve uygulama süresi daha uzun tutulabilir.

THE FORMATION OF GRAMMATICAL COMPETENCE OF PUPILS OF SECONDARY SCHOOL IN TEACHING ENGLISH AS A FOREIGNLANGUAGE

In our modern society, the problem of the formation of grammatical competence as one of the leading components of language teaching and personality development is important in ensuring the effective use of communication. The new refreshed law “on education”, State Educational Standards, Action Strategy for the Development of the Republic of Uzbekistan and other reforms on developing educational system of our country reflect the changes that have occurred in education over the past years where the practical aspect of teaching a language in secondary school is strengthened, requirements to the formation of the communicative competence of pupils, guidelines are defined in achieving learning outcomes through student centered approaches. Therefore, there is a need to improve the methodology of teaching grammar at the lessons of the English language in the senior grades of secondary schools in our country. This article discusses the issues of the formation of grammatical competence of pupils of secondary school.

Religion and Academic Achievement: A Research Review Spanning Secondary School and Higher Education

Profound socio-economic disparities that exist among American religious groups are largely driven by the quantity and quality of education they receive. Furthermore, given the U.S. schooling system is rooted in Protestant ideals, it is possible that students with Protestant commitments have an academic advantage. This article synthesizes literature on how adolescents’ religious commitment and background are associated with their short- and long-term academic outcomes. A literature search identified 42 relevant studies published in 1990-present. These studies were reviewed to identify: (1) the mechanisms through which religion affects educational outcomes—moral, social, and cultural; (2) the main operationalized measures of religion— religious tradition and individual religiosity; and (3) the most frequent academic outcomes studied—secondary school grades, truancy, test scores, educational aspirations, and educational attainment. Of the 42 studies, 95% were based exclusively on quantitative survey data, 95% examined only religiosity or religious tradition, and 66% focused on educational attainment. There were three major findings. First, research has advanced from correlational studies to methodologically rigorous designs suggesting religion can play a causal role in academic success. Second, research reveals a religiosity-religious tradition paradox: Adolescents with stronger religiosity earn better grades, are less truant in secondary school, and complete more years of higher education. A large proportion of highly religious adolescents are likely to be conservative Protestants, but the research on religious tradition suggests that conservative Protestants are among the least educated religious groups. Third, it is unclear if religious adolescents only fare better on academic outcomes that reward their personality, such as grades, or whether they also perform better on more objective measures, such as standardized tests. This systematic review reveals a paradoxical “effect” of academic achievement and religiosity versus-religious tradition. The overall results indicate the need to: (a) identify the interaction between religious tradition and religiosity, (b) distinguish between subjective versus objective academic outcomes; (c) examine heterogeneity among non-religious adolescents; (d) study the interplay between institutional schooling and institutional religion; (e) investigate the religion/cultural match between teachers and students; (f) pursue qualitative research to better understand mechanisms; and (g) expand research about non-Christians.

Neki aspekti moralnosti srednjoškolaca u kontekstu atraktivnosti školskih programa

Cilj ovog istraživanja bio je utvrditi potencijalne prediktore koji dobro diskriminiraju učenike srednjih škola (programa) različitih razina atraktivnosti, pri čemu je naglasak bio na neke sociodemografske karakteristike učenika i neke komponente njihove moralnosti. Istraživanje je provedeno na završnim razredima (treći i četvrti razred) gimnazija i strukovnih srednjih škola u Zadru. Škole su kategorizirane u četiri kategorije (niska, srednja, visoka i vrlo visoka atraktivnost) na osnovi prosječnog školskog uspjeha njihovih učenika u osnovnoj školi i interesa za upis u tu školu. Iz svake kategorije izabrana je jedna srednja škola (dva razredna odjeljenja) u kojoj je provedeno istraživanje na 189 srednjoškolaca. Analiza dobivenih rezultata pokazala je postojanje dviju značajnih diskriminacijskih funkcija koje vrlo dobro determiniraju izbor/upis srednjoškolskih programa različite atraktivnosti. Prva diskriminacijska funkcija uglavnom je saturirana razinom moralnog rasuđivanja, samopercepcijom moralnih kvaliteta te financijskim statusom obitelji, a ujedno ima i najveću prediktivnu snagu za izbor gimnazijskih u odnosu na strukovne programe. Druga diskriminacijska funkcija ima manju prediktivnu važnost te uključuje i neke druge sociodemografske značajke (spol, veličina mjesta življenja). Ova funkcija također značajno doprinosi objašnjenju ukupne varijance kriterijske varijable na način da u većoj mjeri razlikuje upise u srednjoškolske programe sličnijih sadržaja (na primjer, razlike u atraktivnosti unutar različitih gimnazijskih programa).

An Evaluation of a Fourth Level English Textbook Used in Secondary Schools in Riyadh City

This paper evaluates a textbook called Traveller 4 that is used in the second grade of secondary schools in Riyadh City, Saudi Arabia, considering its general appearance and design, objectives, content, social and cultural contexts, tasks and activities, and usefulness for developing language skills. The paper also reviews the literature concerning textbook evaluation, referring to various theoretical and empirical studies that have contributed to the field of educational material evaluation. The research used a descriptive research model to assess data regarding the assessment of the English textbook and employed a questionnaire to investigate teachers&amp;rsquo; perspectives on a range of related items. The questionnaire targeted high school English teachers in Riyadh city and consisted of 40 items, which were divided into six categories. The instrument used in this study to evaluate Traveller 4 was the ESL Textbook Evaluation Checklist. The findings of this research study revealed important points relating to the characteristics of a good textbook and identified strengths, weaknesses, and opportunities to modify the book. This paper concludes with recommendations for improving the textbook.

Comic Mathematics: A bridge to understanding the concept of social arithmetic for secondary school students

Several studies have concentrated on the development of mathematics comics that are used to help students understand mathematical ideas. There are still a handful, however, who create mathematics comics at the secondary school level on social arithmetical content. Therefore, this study aims to describe the development process in designing mathematics comics and to analyze their effectiveness in helping students understand the concept of social arithmetic. The process of developing mathematical comics in this study uses the Brog and Gall[1] stage by modifying it into 8 development stages, including (1) initial observation; (2) plans; (3) making products; (4) product validation test; (5) limited scale test; (6) small size research revision; (7) field testing; (8) field performance review. In addition, the field test was carried out in one of the VIII Grade Secondary Schools in Indramayu Regency, Indonesia, for students. Based on the results of the analysis, the mathematics comic design that had been created was properly checked by media experts and mathematics teaching content design and students after observing the characteristics of the material. The feasibility test results achieved an average score of 3.61 for the very feasible category, while the feasibility test results tested by the students in the limited scale test obtained an average score of 4.65 for the very feasible category. In comparison, based on the field test, the mean score of the comprehension of social arithmetic content by secondary school students was 19.43 from the mean score of the successful criterion 15. Based on the effects of the parametric statistical test, tobs= 14.89 and tk= 1.94 were obtained. It can also be concluded that the use of comics focused on mathematics learning is successful in helping to teach concepts of social arithmetic.

КОРЕКЦІЯ ПОРУШЕНЬ СКЛЕПІНЧАСТОГО АПАРАТУ СТОПИ У МОЛОДШИХ ШКОЛЯРІВ ЗАСОБАМИ ТАЕКВОН-ДО

Мета. Виявити вплив засобів таеквон-до на корекцію плоскостопості у молодших школярів.Методи. До педагогічного експерименту, за згодою батьків, було залучено 25 дітей чоловічої статі віком 7–10 років, з І–ІІ ступенем плоскостопості, з числа учнів 2–4 класів закладів середньої освіти м.Івано-Франківська. Секційні заняття проводилися під керівництвом тренера-інструктора з таеквон-до тричі на тиждень протягом 9-ти місяців, тривалістю 60 хвилин. Максимальна ЧСС не перевищувала 140 уд/хв. Для дослідження стопи використовували метод Е.Г. Мартиросова [4], який передбачає зняття відбитків підошовної поверхні стоп (плантограми). Результати. Виокремлюють наступні фактори,які впливають на розвиток плоскостопості: недорозвинені м’язи стопи, слабкість м’язово-зв’язкового апарату, надмірні фізичні навантаження, надлишкова вага, тривала гіпокінезія, неправильно підібране взуття, косолапість, ікс-подібна форма ніг, травми стопи та надп’ятковогомілкового суглобу, а також генетично детермінована форма стопи. Розробка нових і вдосконалення існуючих засобів збереження соматичного здоров’я дітей молодшого шкільного віку та відновлення їх організму при різних порушеннях є одним із важливих завдань фізичної культури. В цьому контексті була розроблена інноваційна програма для дітей молодшого шкільного віку з порушеннями склепінчастого апарату стопи. В підготовчій частині заняття, окрім гімнастичних вправ для різних груп м’язів, використовували комплекс суглобової гімнастики з метою підготовки організму молодших школярів до виконання технічнихелементів таеквон-до. В основній частині заняття акцент робився на вивчення й удосконалення базових ударів ногами, а в заключній використовували релаксаційні вправи, самомасаж, дихальну гімнастику. Аналіз плантограм зроблених до початку і в кінці педагогічного експерименту дозволив встановити вірогідне покращення коефіцієнту К, пяточного кута і кутів біля першого і п’ятого пальців, що є свідченням повної корекції плоскостопості. Висновок. Отже встановлено, що комплексне застосування засобів таеквон-до і суглобової гімнастики забезпечує нормалізацію склепінчастого апарату стопи у дітей молодшого шкільного віку з І-ІІ ступенем плоскостопості.Ключові слова: молодші школярі, плоскостопість, таеквондо.

Student engagement, truancy, and cynicism: A longitudinal study from primary school to upper secondary education

Truancy in upper secondary education is a widespread problem, which contributes significantly to school dropout risk. However, the underlying mechanisms of truancy have remained unstudied. This longitudinal study of 1853 Finnish students examined how initial levels and changes in student engagement from primary (Grade 6) to lower secondary school (Grades 7 and 9) predicted truancy in upper secondary education, and whether cynicism (losing interest in school) mediated the relationship between engagement and truancy. Growth curve models showed that high engagement levels in primary school and increases in engagement over time predicted less truancy in upper secondary education. Cynicism mediated the effects of student engagement on truancy: high initial levels and increases in student engagement predicted less cynicism, which was related to less truancy. The findings underscored the importance of student engagement (both directly and indirectly through cynicism) in reducing truancy, and such associations can carry over two critical school transitions.

The Effects of Free Secondary School Track Choice: A Disaggregated Synthetic Control Approach

We exploit a recent state-level reform in Germany that granted parents the right to decide on the highest secondary school track suitable for their child, changing the purpose of the primary teacher's recommendation from mandatory to informational. Applying a disaggre-gated synthetic control approach to administrative district-level data, we find that transition rates to the higher school tracks increased substantially, with stronger responses among children from richer districts. Simultaneously, grade repetition in the first grades of second-ary school increased dramatically, suggesting that parents choose school tracks also to align with their own aspirations – resulting in greater misallocation of students.

Using Graph Software in Teaching the Subject of Functions: The Case of Azerbaijan

Bu çalışmada matematik derslerinde kullanılan Graph 4.4 yazılımının özellikleri tanıtılmakta ve bu yazılımın fonksiyonların grafiklerinin öğretiminde kullanılması sonucunda öğrencilerin fonksiyon grafiklerini oluşturma ve yorumlama becerilerindeki gelişim incelenmektedir. Çalışma deneysel bir çalışma olarak tasarlanarak yürütülmüştür. Örneklemi 46. (n=24 deney grubu, n=22 kontrol) 8. sınıf ortaokul öğrencileri oluşturmaktadır. Deney grubunda fonksiyonlar konusu Graph 4.4 yazılımı kullanılarak işlendi. Uygulamanın sonunda her iki gruba cevaplamaları için grafik oluşturmayı ve yorumlamayı gerektiren 2 soru soruldu. Öğrencilerin yazılı cevapları doğru, kısmen doğru ve yanlış şeklinde üç kategoride puanlanarak analiz edilmiştir. Yapılan karşılaştırmada deney grubunun ortalamalarının daha yüksek olduğu belirlenmiştir. Bulgular matematik derslerinde dinamik cebir yazılımlarının kullanılmasının öğrencilerin grafik becerilerini geliştirdiğini ortaya çıkarmıştır. Küçük bir örneklemden elde edilen bu sonuç genellenemese bile, bu çalışma matematik derslerinde Graph 4.4 yazılımı kullanımının temel öğretim araçlarından biri olabileceğini göstermektedir.

8. Sınıf Öğrencilerin Bağlam Temelli Basınç Sorularını Çözme Süreçleri

Bu araştırmada 8. sınıf öğrencilerinin bağlam temelli basınç sorularını çözme süreçleri incelenmiştir. Öğrencilerin basınç konusundaki bağlam temelli soruları çözerken ne düşündüklerini, nasıl yorumladıklarını, hangi bilgi ve tecrübelerini kullandıklarını ifade etmeleri sağlanarak çözüm süreçlerini ortaya çıkarmak amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılında Orta Karadeniz Bölgesi’nde bir ile bağlı ilçede bulunan devlet ortaokulunun 8. sınıfında öğrenim görmekte olan 6 kız ve 6 erkek olmak üzere toplam 12 öğrenci oluşturmaktadır. Görüşülecek öğrencilerin seçiminde kız ve erkek sayılarının eşit olması ve başarı durumu ölçüt örneklem olarak seçilmiştir. Veri toplama aracı olarak basınç konusunda bağlam temelli 12 sorudan oluşan çoktan seçmeli sorular kullanılmıştır. Öğrencilerin hazırlanan soruları cevaplarken nasıl düşündüklerini sesli olarak belirtmesi istenmiştir. Araştırmada öğrencilerle yapılan görüşmeler ses kaydına alınmış daha sonra yazıya aktarılmış, verilerin çözümlenmesinde ise içerik analiz yöntemi kullanılmıştır. Yapılan çalışma sonucunda elde edilen bulgular öğrencilerin akademik başarısına göre değişkenlik göstermektedir. Soruları çözerken ve çözüm yollarını açıklarken akademik başarısı yüksek olan öğrencilerin geneli bilimsel bilgilerden yararlanmışlardır. Akademik başarıları orta düzey olan öğrencilerin geneli, akademik başarıları yüksek olan öğrencilere göre çözüm yollarını açıklarken daha az bilimsel bilgiyi kullandıkları, bazılarının ise soruları açıklarken deneyimleriyle açıkladıkları ve kavram yanılgılarına sahip oldukları ortaya çıkmıştır. Akademik başarıları düşük öğrencilerin ise hem soruları çözerken zorlandıkları hem de soruları yeteri kadar açıklayamadıkları ve basınç konusu ile ilgili çeşitli kavram yanılgılarına sahip oldukları tespit edilmiştir.

Relationship with early and late adolescent's educational aspiration in secondary school in Kalkudah zone, Batticaloa in Sri Lanka

Understanding the relationship with early (junior grades) and late adolescents’ (senior grades)educational aspiration (EA) is important in determining effective and valid performance in these grades of secondary schools in Sri Lanka. The students ‘educational aspiration is the determination factor of their future performance in life. The Objective of this study is to find out any relationship with early (junior grades) and late (senior grades) adolescents’ educational aspiration in secondary school in urban and Semi-urban area in Kalkudah zone, Sri Lanka. Determining the correlation between these two variables is important for all academics to understand, so that all students can achieve to their academic potential. In this study was a design survey method was used and directed at the population of senior secondary students in Kalkudah zone, Batticaloa district of Eastern Province in Sri Lanka. Ten school of 1AB, 1C, grades were selected from this research area. These schools were stratified random into urban (3) and semi-urban (7) schools among 1AB and 1C. 160 students who studied in grade 9, and 160 students who studied in grade 13 science and arts stream were selected at systematic random. 32 samples were selected from each school among grade 9 and 13. The average age of the students is 13.4 (early adolescent - grade 9) and 17.5 (late adolescent - grade 13). The research instruments, questionnaire format titled Student's Questionnaire; it's to measure the students ‘aspiration with teacher responses about the students’ attitude to the subject. Reliability was checked by test - retest after three weeks for the EA. The very high correlations obtained reveal the reliability of the instruments of measurement. Its split-half reliability coefficient of correlation yields are 0.81, 0.84, and 0.89 for Academic Motivation (AM), Self Concept (SC) and Students Attitude towards Education (SAE) respectively. Null hypotheses was postulated from objectives and tested at 0.05 level of significant to determine how the relationship of junior grade's (early adolescent) educational aspiration correlates on senior grade's (late adolescent). The data was collected through questionnaire related to the variable. Qualitative and quantitative method (mixed method) was used to analysis. Statistical Package of Social Science (SPSS) which includes t - test and Pearson Product Moment correlation coefficient was used in analyses. The result revealed that, there are strong evidences to prove that there are no relationships between the EA of early adolescence (grade 9) and late adolescence (grade 13). Hence the null hypothesis is completely accepted. That is, there is no significant relationship between the EA of Grade 9 and EA of grade 13. This research findings have been explored the educational aspiration of junior and senior grades in secondary school and current nature of the research areas also gives different levels of variables of EA in the secondary school students.

The effect of memorizing the quran on cognitive functions

Background: Memorizing the Quran is an education continuing from the early periods of Islamic education until today. Although this education started in the past to protect the Quran, nowadays, it is continuing as a tradition. Aims and Objectives: The main purpose of this study is to investigate the effects of memorizing the Quran on certain cognitive functions of individuals. Materials and Methods: The scope of the study is limited to 18 female and 15 male students who have been studying in the 5th, 6th, and 7th grades of Anatolian Imam Preacher Secondary Schools in different districts of Istanbul. After Demographic Information Questionnaire was used, California Verbal Learning Test children's version, Wechsler Memory Scale revised visual reproduction subtest, Trail Making Test, and Verbal Fluency Test were applied twice to collect data about individuals before and after memorization training. Results: Findings demonstrated that there is a statistically significant difference in verbal learning, visual learning, attention speed, and phonemic and semantic fluency before and after memorization training. Conclusion: In conclusion, memorizing the Quran has positive impacts on verbal and visual memory, attention processes, and lexical and semantic fluency of individuals. It is important with regard to eliminate emptiness in the literature. In future studies, it can be investigated the effects of textual memorization in a foreign language on brain structures and connections.

Students' self-efficiacy in the virtual mathematics classroom

This research paper aims to asses the different sources of self-efficacy in solving mathematical problems on a sample of 240 students in the final grades of secondary vocational schools from the City of Zagreb. The conducted research determined elements that affect self-efficacy in solving mathematical problems and it sought to examine whether there are gender differences in the self-assessed level of self-efficacy in solving problems in the context of distance learning of mathematics. Although it was established that male and female students do not differ in the self-assessed level of self-efficacy in solving mathematical problems, it was discovered that male and female students differ in the various factors determining their psychological states, as one of the dimensions affecting self-efficacy in solving mathematical problems – where female students manifest more negative physiological-emotional reactions to mathematics, while male students manifest less negative physiological-emotional reactions to mathematics.

Students’ achievement goals and beliefs of causes of success: Temporal relations and gender differences

According to the goal orientation model, students’ achievement goals and beliefs are interrelated. Within this framework, research and theory have so far assumed that achievement goals are associated with students’ beliefs of causes of success, the latter representing students’ subjective beliefs about the factors contributing to success at school. So far, this line of research has been restricted to a few cross-sectional studies. We examined the temporal relations between achievement goals (mastery, performance-approach, and performance-avoidance goals) and students’ beliefs of causes of success, the latter operationalized by asking the students to rate the subjective importance of diligence, effort, and ability for school success. Achievement goals and beliefs of causes of success were measured twice with a time lag of one school year with a sample of N = 2044 German secondary school students. Cross-lagged panel models were estimated to examine the temporal relations between achievement goals and beliefs of causes of success while controlling for students’ secondary school track, socio-economic status, and Grade Point Average. Former mastery goals were found to be positively related to later importance ratings of diligence for school success; former performance-approach goals were found to be positively related to later importance ratings of ability. Boys and girls were found to display similar relations among constructs but they showed differential mean levels on both the achievement goal constructs and the beliefs of causes of success. Implications for research on achievement goals and practice using intervention approaches are discussed.

Опыт применения программы «Умелый класс» в условиях детского сада и практические рекомендации по ее адаптации для детей старшего дошкольного возраста

The article presents the experience of participation of preschool level of School No. 1241 (Moscow) in the international experimental research program “Skilful Class: formation of social skills as a method of prevention of emotional and behavioral problems in children”. This program is the adaptation of the Finnish short-term program of skills formation “Skilful Class” in Russia. The program is realizing in Russian educational organizations within the framework of joint projects of Moscow State University of Psychology &amp; Education and Helsinki Brief Therapy Institute. The program is designed for use in primary grades of secondary schools. However, as an experiment, preparatory groups of preschool departments were included in the project. Using the example of two preparatory groups of the preschool department of School No. 1241, which in the 2020–2021 academic year became experimental sites for testing, adapting and implementing the “Skilful Class” program, the prospects and difficulties of its application in kindergarten conditions are described and practical recommendations for adapting the program to work with older preschool children are given. The authors of the article share their own experience of conducting the game “Skilful Class” in the preparatory groups of two kindergartens with different initial data and practical advice on overcoming difficulties and maintaining children’s interest in the game.

The role of the school textbook integrating function in developing holistic view on the scientific picture of the world

The article analyzes a spectrum of school science textbooks and determines the need to create a modern textbook that shows the achievements in natural science disciplines, which are mentioned in the Federation State Educational Standard, UNESCO report and the results of the PISA. The study is primarily based on the theory of a school textbook developed by Russian scientists, V.G. Beilenson, D.D. Zuev, V.V. Kraevsky, S.G. Shapovalenko plus other authors. Based on the criteria put forward for the selection of textbooks, a comparative study of current Russian and British textbooks is carried out on natural science subjects for the final grades of secondary school to identify ways to implement the integrating function. It is shown that the integrating function manifests itself in the relationship between the internal components of the textbook as intra-structural integration, as intra-forms connecting school progress and the textbook with additional material as integration between related subjects. The article highlights principal components interrelated with the textbook, obtained during this research: modules and sections of the textbook; line of textbook series; and the national examination programme for the combined science subjects. It is shown that the integrating function in the school textbook contributes to the formation of a complete worldview of the natural science picture for the development of combined natural science competence.