Year Of High School Research Articles

청소년의 그릿과 학업열의 사이의 자기회귀교차지연모형 검증

Objectives This study was to examine the longitudinal relationship between grit and academic engagement using first, third, and fifth year data of KCYPS 2018 and to verify the difference in causality according to career decision making.
 Methods To this purpose, after reviewing descriptive statistics and correlation coefficients, the developmental tendency of grit and academic engagement and the causal relationship direction of the two variables were con-firmed through the verification of the autoregressive cross-lagged model, and used the test of the structural model invariance across the groups in the multi-group analysis was conducted to verify whether there is a differ-ence in the causal relationship direction between the two variables depending on the career decision making.
 Results First, it was confirmed that the level of grit and academic engagement remained stable for five years from the first year of middle school to the second year of high school. Second, while grit has a positive effect on aca-demic engagement, academic engagement has a negative effect on grit. Third, in the case of the career decision group, the level of grit and academic engagement was stable, grit had a positive effect on academic engagement, and academic engagement had a negative effect on grit. However, in the case of the career indecision group, only the level of academic engagement was stable, and there was no causal relationship between grit and academic engagement.
 Conclusions The developmental tendency of grit and academic engagement and the longitudinal causal relation-ship between the two variables were identified and the importance of career decision in adolescence was clarified.

Exploring Black and Latinx Adolescents’ Beliefs About Achievement, Resistance, and Activism

This mixed methods study investigates the beliefs about achievement, resistance, and activism of Black and Latinx adolescents attending six charter high schools in five U.S. cities. We report on both OLS regression analyses of survey data ( n = 344) and thematic analysis of interview data ( n = 26) collected during participants’ final year of high school. Quantitative analyses revealed that youths’ belief that their academic achievement represents a form of resistance against racism (“achievement-as-resistance”) significantly predicted their commitment to activism, and this relationship was moderated by participants’ school type. Youth attending “no-excuses” schools demonstrated a stronger relationship between their achievement-as-resistance beliefs and commitment to activism than their peers attending “progressive” schools. Explanatory qualitative analyses of interview data demonstrated that youth at no-excuses schools received strong messaging from their educators that achievement was the best way for Black and Latinx youth to resist racism. Youth also reported that their no-excuses schools did not engage students in activism and in some cases, responded negatively to student-led activism. Findings suggest that Black and Latinx youths’ achievement-as-resistance beliefs may have supported their commitment to activism, but this relationship may have been strengthened by youths’ desire to push beyond their schools’ narrow messaging about resistance.

The Correlation between Mathematical Disposition and Problem Solving in Junior High School Students

The aim of this study is to examine the relationship between mathematical disposition and problem-solving abilities of junior high school students. This research was conducted to understand the extent to which mathematical dispositions contribute to students' problem-solving abilities. The research method used in this study is a survey method with a cross-sectional design involving 25 seventh-grade students from the 2019/2020 academic year in a junior high school in Bandung city. Data on mathematical disposition were collected using a questionnaire, while problem-solving abilities were assessed using a disposition questionnaire instrument. Data analysis was conducted quantitatively using descriptive statistics (including mean, maximum value, minimum value, and standard deviation) and inferential statistics (using the product-moment correlation). The results of the study show that there is a positive correlation between mathematical disposition and students' problem solving abilities with a strong correlation level.

The Relationship Between Personality Factors, Vocational Identity and Career Decision-Making Self-Efficacy

Context: Adolescence is the training ground for adult life. In a relatively short period, the adolescent will undergo a metamorphosis. During the high school years, the majority of adolescents move from persistent dependence to true independence, from logical thinking to abstract, complex and hypothetical thinking, from impulsivity to consideration and from a diffuse feeling about one's own person to a reasonably defined self-identity. Adolescent's vocational identity formation during high school is an extremely important process in vocational and career counseling, because it helps them to make rational choices regarding the choice of a career gaining an increased level of career maturity. Methods: The present study had as participants 300 Romanian teenagers which belong to the following paths of studies/profiles: formal sciences (specializations: Mathematics-informatics and Natural Sciences), services (specializations: Economics, trade, tourism and food) and humanities (specialization: Philology). The tools used in the adolescent evaluation process were Career Decision-Making Self-Efficacy-Short Form Scale (CDMSE-SF), the Vocational Identity Status Assessment (VISA) and the NEO Five-Factor Inventory (NEO-FFI-3). Results: After the interpretation of the obtained results, the following aspects were demonstrated: The identity status career commitment correlates with the personality traits - neuroticism, extraversion, openness to experience and conscientiousness, and regarding the career decision-making self-efficacy it correlates with the self-evaluation process, obtaining information about self and professions, setting goals, career planning and the problem-solving process. Identity status identification with career commitment correlates with personality traits - extraversion, openness to experience and conscientiousness, and from the perspective of the career decision-making self-efficacy, it correlates with the process of self-evaluation, obtaining information about self and professions, setting goals, solving problems and career planning. The identity status career commitment flexibility correlates with the personality traits neuroticism and conscientiousness, and from the perspective of the career decision-making self-efficacy it correlates with the problem-solving process. Identity status career self-doubt correlates positively with the personality trait neuroticism and negatively with conscientiousness, the process of self-evaluation, obtaining information about self and professions, setting goals, career planning and problem solving. Conclusion: The main purpose of this study was to investigate the relationship between vocational identity, personality factors and career decision-making self-efficacy. The results demonstrated that certain personality traits, respectively certain components of career decision-making self-efficacy are predictors for the adolescent's vocational identity formation.

The Way of Director Presenting Teenage Girls in a Movie and How It Influences Viewers of the Same Age and Gender, Taking the Film Lady Bird as an Example

In the contemporary era of rapid development, the progress of feminism and the evolving status of women have come into focus through the collective efforts of diverse individuals. Various forms of media have played a pivotal role in portraying women's representation. Within the film industry, there has been a notable transformation in the depiction of female characters. Unlike the past, where women were often objectified through the traditional male gaze, modern cinema has given rise to multifaceted female characters brought to life by a myriad of directors and screenwriters. These characters have ceased to be mere accessories and have emerged as independent figures, relatable to countless female viewers. This analysis focuses on the movie Lady Bird as a compelling illustration of contemporary female diversity in cinema. Through an examination of five key scenes, this essay explores the cinematic language, emotions, and messages conveyed to the audience. It delves into how these elements resonate with women of a similar age to the film's heroines. In essence, Lady Bird effectively encapsulates the struggles and passions of young women during their high school years.

Reciprocal associations of perceived discrimination, internalizing symptoms, and academic achievement in Latino students across the college transition.

Despite growing evidence that perceived discrimination negatively impacts underrepresented ethnic-racial college students, there is a lack of longitudinal studies with multiple sources of discrimination as Latinos transition from high school (HS) to college. This study examined changes in peer, adult, and everyday discrimination across the college transition and tested concurrent, prospective, and reciprocal associations between these sources of discrimination, internalizing symptoms, and grade point average (GPA). Latino adolescents (N = 209; Mage at Time 1 = 18.10; 64.4% female; 85.1% Mexican descent) reported on discrimination experiences and internalizing symptoms during their final year of high school and first college semester. Participants' GPA was obtained from institutional records. Longitudinal data were analyzed using cross-lagged panel models. Adult discrimination remained stable while peer and everyday discrimination decreased from high school to college. All sources of discrimination were concurrently associated with internalizing symptoms, but not GPA, in high school and college. There were positive bidirectional associations between everyday discrimination and internalizing symptoms across the college transition. Adult discrimination during high school predicted increased discrimination from adults and peers in college. First-generation college students reported higher everyday and peer discrimination in college. Latino students' experiences of everyday and ethnic-racial discrimination in school may be more closely tied to psychological rather than academic adjustment in the first semester of college. First-generation college students and those who experienced higher adult discrimination or internalizing symptoms in high school appear to be more susceptible to increased perceptions of discrimination during the college transition. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The frequency and psychological effects of name mispronunciation in an independent school

Names are a critical part of human identity. In our study, we wanted to observe the occurrence and psychological impact of microaggressions and name mispronunciation on high school student psychological well-being. Limited research in the area of microaggressions has demonstrated racial associations with name mispronunciation, and negative psychological effects of microaggressions in medical school and university level environments. We hypothesized that a minority of students would be unfamiliar with the term microaggression and more than 50% of students would have experienced a microaggression since the beginning of their first year of high school. We also hypothesized that non-white students would be more likely to experience racial and ethnic microaggressions, including having their names mispronounced. To test our hypothesis, we employed an electronic survey to assess the knowledge of microaggressions, frequency of microaggressions and name mispronunciation, and emotional response to microaggressions and name mispronunciation in high school students and faculty. Our results showed that non-white students were 2.55 times more likely to experience racial or ethnic microaggressions compared to white students. Students experiencing microaggressions most commonly reported feelings of exhaustion, embarrassment, and loss of sense of belonging. Future research with a larger sample size and greater representation among racial groups would be beneficial and would likely yield more statistically significant results. Our study can guide educational components for community members to increase awareness of the negative psychological effects of microaggressions and name mispronunciation.

Contradictions in Chilean public education policy: physical education and health case.

The purpose of this text is to point out the contradiction existing in Chilean educational public policy regarding the curricular reform that converted the subjects of Physical Education and Health, History, Arts, and Religion into optional subjects for the 3rd and 4th years of high school. As far as Physical Education is concerned, scientific evidence shows that such conversion to the status of optional subject goes against the policies of other executive ministries and against the possibilities of reversing the statistics that show Chile as one of the countries in America with the highest percentage of overweight and obese children and adolescents.

Quem são os usuários da Cozinha Solidária? Estudo sobre desigualdades na garantia da segurança alimentar e nutricional a partir da experiência da comunidade do Sol Nascente - Distrito Federal, Brasil

ABSTRACT Objective To review the demographic and socioeconomic profile of the Homeless Workers Movement’s Solidarity Kitchen project users in the Sol Nascente Community, Federal District, Brazil. Methods Descriptive cross-sectional study. The interviews were conducted with adults, users of the solidarity kitchen, in August 2022, using a standardized questionnaire containing demographic, socioeconomic, housing and food consumption information. The outcome of the study was Frequent Use (picking up food at the solidarity kitchen five days/week). General and gender descriptive analyses were conducted, as well as a bivariate analysis based on the chi-square test (p<0.05). Results The sample was composed of 83 dark complexion women with a mean age of 39.6 years (SD=14.6). A total of 35 women (42.2%) had attended the first year of high school or over, and approximately 65.0% had a job and were paid up to one minimum wage. Most received social benefits and 81.9% were unemployed at the time of the survey. More than half of the respondents owned their own home and among those who did not, 64.0% paid rent. A total of 46.3% respondents had up to two daily meals. The prevalence of users who were considered Frequent Users was 61.0%. Women reported lower family income, greater dependence on aid, more unemployment, in addition to living with a greater number of people and having more people in the house who took food from the solidarity kitchen, all statistically significant differences. Conclusion The project Solidarity Kitchen essentially caters to dark complexion women with lower family income, who enhance the inequalities and inequities conditions in food security in the country.

Lemon Trees

When there is a dating age difference, what are the factors that matter? In this work of philosophical short story fiction, the narrator’s husband is in Afghanistan for another tour of duty supervising his men. She is at home taking care of their 17-year-old son, in his Senior year of high school. The narrator learns her son is seeing/dating his English teacher, the 24-year-old who goes by MS. MS was married, but her husband was a soldier who recently died. She follows them after school where she watches them lay out a blanket in the park. She considers calling her husband for advice, but decides he will simply say she is getting worked up over nothing. She wonders if she should call the police, or contact the school? In the end, she decides this is likely a “harmless blip” in her sons life, that they are providing each other comfort in shared times of need, and things will end naturally at the end of the year when her son goes off to college.

Strategy and Effect Analysis of VR/AR Technology Application in Geography Teaching for the Second Year of High School at Dongxing High School

Strategy and Effect Analysis of VR/AR Technology Application in Geography Teaching for the Second Year of High School at Dongxing High School

Adolescents' academic performance: what helps them and what hinders them from achievement and success?

Research on adolescents' academic performance has mostly focused on the contribution of objective factors, such as socioeconomic situation of the family or individual cognitive skills and school results. Evidence with a focus on adolescents' subjective experiences is scarce. The aim of this qualitative study was to explore factors related to adolescents' academic performance from their perspectives. We used data from 11 group semi-structured interviews conducted in 2020/2021 with 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). Participants were selected from three types of high school with regards to the graduation system. We analysed the data using consensual qualitative research and thematic analysis. Based on the statements of the adolescents, we identified five main themes of factors that affect their academic performance. Adolescents reported that the following contribute to their academic performance: the contents and methods of teaching; how teachers behave and do their jobs; the way in which adolescents study and what motivates them; support within and outside the school, and the environment and appearance of the school. Adolescents reported that improving the curricula and using teaching methods that balance theoretical information with practical skills training would help their academic performance immensely. We identified several factors related to adolescents' academic performance using their own perspectives and experiences. Strengthening the capacities of teachers may largely benefit adolescents' educational process and further academic performance.

An exegetical didactic thought for the History and Geography laboratory. A concrete experience

The History and Geography discipline in the first two years of high school presents a complex regulatory structure but at the same time allows interdisciplinary laboratories of great value. Thinking of teaching as an exegetical discipline can help to effectively design such laboratories. The article describes a concrete experience starting right from its design.

Improving Student Performance and Personal Growth: A Review of Group Counseling in High Schools

Objective: The high school years are a critical period in students' lives, marked by rapid academic, social, and emotional development. Group counseling in high schools has emerged as a vital tool to support students through these challenges, offering a unique avenue for addressing a range of developmental and educational needs. This article aims to explore the impact of group counseling on enhancing student performance and personal growth within high school settings. Methods and Materials: The review involved a comprehensive search of academic databases using keywords such as "group counseling," "high school," "student performance," and "personal growth." Studies specifically examining the impact of group counseling on high school students were included. The selected literature was analyzed and synthesized to provide a coherent understanding of the current state of group counseling in high schools, focusing on its methods, effectiveness, challenges, and best practices. Findings: The review highlights the effectiveness of group counseling in various domains, including academic support, social skills enhancement, and mental health improvement. Key challenges in implementing group counseling programs were identified, such as resource constraints, student participation, and variability in program implementation. Effective practices and recommendations for schools were outlined, including tailored interventions, collaborative approaches, continuous training for counselors, and integrating counseling into the school curriculum. Conclusion: Group counseling in high schools is a valuable intervention that significantly impacts student performance and personal growth. It addresses the holistic needs of high school students, contributing to their overall success and well-being. The review suggests areas for future research and development in group counseling and recommends that schools develop policies and practices to integrate group counseling into their educational framework, ensuring that all students have access to these vital services.

Investigation into the Promotion and Instruction of Chinese Traditional Music in Liaocheng Peiwen School of Peking University

This research investigates the promotion and instruction of Chinese Traditional music in Liaocheng Peiwen School of Peking University. The first author, an alum with a decade of pedagogical experience, examined the challenges faced by private schools in providing tailored regulatory frameworks for Chinese Traditional music education. We share practical experience, drawing on the successful establishment of the school-based course "Chinese Folk Music and Geography." As the course is offered each year during the geography exam for students in their second year of junior high school, singing folk songs while learning geography enables students to explore China's beautiful landscapes while broadening their horizons. Students can understand the connection between folk music and geography, assisting their preparation for the exam.

청소년의 공동체의식 변화 유형 분류와 주요 예측변인 영향력 검증

This study was conducted to explore the key predictors of change in sense of community during adolescence, to classify latent classes of sense of community changes, and to test the impact of key predictors on classification of latent classes. To this end, SEMforest was applied to KELS 2013 data from 3rd to 8th wave to derive the key predictors of changes in sense of community during middle school and high school, and discontinuous piecewise latent class growth analysis was utilized using a three-step approach. The results were as follows. First, as a result of SEMforest, five student-related variables were found to be common to both the middle and high school years, and two student-related variables were selected differentially for each of the middle and high school years. Additionally, one parental-related variable was derived to be common to both middle and high school years, and two parental-related variables were selected discriminatively for each of the middle and high school years. Second, three latent classes in sense of community during adolescence were identified: low-level decline (22.2%), middle-level gain-decline (52.0%), and high-level gain-decline (25.8%). Third, self-concept (academic and social), rule observance, multicultural acceptance (relationship with multicultural neighbors/friends), and volunteerism awareness were found to have a significant effect on classifying latent classes in both the middle and high school years. Finally, based on the main results, educational implications for fostering a sense of community among adolescents were discussed.

청소년의 진로성숙도 변화양상과 예측요인

This study changes in career maturity and identified predictive factors from the first year of middle school to the initial year of high school. In the study, DELS 2017 data(N=1,795) was analyzed using a potential growth model. The findings are as hollows: First, career maturity decreased until the second year of middle school, but then increased from the third year of middle school. Second, self-esteem, academic efficacy, school satisfaction, peer relationships, and parent-child relationships emerged as predictors of career maturity. Third, school environment had a simultaneous effect in the first year of high school, while happiness had a simultaneous effect from the first year of middle school to the first year of high school. Additionally, both school environment and happiness showed a delayed effect in the third year of middle school. It becomes apparent that happiness during the third year of middle school has a tangible and delayed effect.

청소년의 진로성숙도 변화양상과 예측요인

This study changes in career maturity and identified predictive factors from the first year of middle school to the initial year of high school. In the study, DELS 2017 data(N=1,795) was analyzed using a potential growth model. The findings are as hollows: First, career maturity decreased until the second year of middle school, but then increased from the third year of middle school. Second, self-esteem, academic efficacy, school satisfaction, peer relationships, and parent-child relationships emerged as predictors of career maturity. Third, school environment had a simultaneous effect in the first year of high school, while happiness had a simultaneous effect from the first year of middle school to the first year of high school. Additionally, both school environment and happiness showed a delayed effect in the third year of middle school. It becomes apparent that happiness during the third year of middle school has a tangible and delayed effect.

청소년의 학습시간 활용 유형의 특징과 영향요인 분석

Purpose: This study was to find out the changes and influencing factors in the use of learning time between middle school and high school through an analysis of the types of study time use in the first year of middle school and the first year of high school.
 Method: Data from the second wave of the KCYP were used, and LCA was performed using study time as the main variable. Then, χ2 test, t-test, LTA, and logistic analysis were performed.
 Results: The first year of middle school was classified into the academy + self-study type, the online lecture type, and the academically indifferent type, and the first year of high school was classified into the academy + online lecture type and the self-study type. It was found that each group transitioned into a different type as the grades advanced. It was found that learning factors had a common influence by grade, and that other socio-demographic factors, psychological, career, and family factors influenced self-study type.
 Conclusion: Based on the results, discussions were held regarding the youth's use of learning time.

O QUESTIONAMENTO COMO ESTRATÉGIA PROMOTORA DE CAPACIDADES DE PENSAMENTO CRÍTICO POR MEIO DE UMA OFICINA TEMÁTICA SOBRE COMBUSTÍVEIS

This work is an investigation that discusses the potential of questioning as a teaching and learning strategy to promote critical thinking skills. The research examined the potential of a thematic workshop on fuels in developing critical thinking abilities in students. The qualitative participant-type methodology was used to collect empirical data. Thus, the workshop was implemented in eight classes of the third year of high school, with a total of 123 students. The data from the workshop questionnaires, which were answered by the participants, were analyzed using content analysis and in light of Ennis' Taxonomy and theoretical references on critical thinking. The results indicate a significant positive potential regarding expected abilities such as decision-making and reflection. We conclude that the questioning strategy, through a thematic chemistry workshop, can develop critical thinking skills in students.