Higher Secondary School Students Research Articles

The Role of Individual and Collective Components on the Formation of Social Trust in Secondary High School Students

PurposeThe aim of this study was to investigate the role of individual and collective components on the formation of social trust in high school students.MethodologyThe present study in terms of applied purpose and in terms of performance, it was mixed (qualitative and quantitative). The research population in the qualitative section was experts, experts and specialists in the field of education and training and in the quantitative section were the principals and deputies of the second secondary school in Tehran in the academic year 2019-20, whose number was 380. The research sample in the qualitative section according to the principle of theoretical saturation were 15 people who were selected by purposive sampling method and in the quantitative section according to Cochran’s formula were 190 people who were selected by multi-stage cluster sampling method. To collect data, review of research texts and literature, semi-structured interview and researcher-made questionnaire (110 items) were used. The validity of the interview was confirmed by a review of 10 faculty members and its reliability was calculated by the subject internal agreement coefficient of 0.86. It was obtained from 0.70. Data were analyzed in SPSS and AMOS software by content analysis, factor analysis and structural equation modeling.FindingsFindings showed that in the formation of social trust, two components, individual and collective, played a role. Determination, self-control and collective component had nine dimensions of social commitment, social participation, social support, social respect, and social discipline, loyalty to values, behavioral validity, social development and friendly relations.ConclusionThe results showed that individual and collective components played an effective role in the formation of social trust in high school students

Presenting a Model of Self-handicapping Based on Time Perspective and Intelligence Beliefs mediated by Academic Self-efficacy in Students

PurposeThis research was conducted with the aim of presenting a model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students.MethodologyPresent study was cross-sectional from type of correlation. The research population was all secondary high school students of Tehran city in 2019-20 academic years. The sample size was considered 400 people who were selected by multi-stage cluster sampling method. The research tools were the revised self-handicapping scale (Jones & Rhodewalt, 1982), time perspective questionnaire (Zimbardo & Boyd, 1992), intelligence beliefs scale (Abd-El-Fattah & Yates, 2006) and academic self-efficacy scale (Jinks & Morgan, 1999). Data were analyzed by structural equation modeling method in SPSS-25 and Amos-23 software.FindingsThe findings showed that the model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students had a good fit. Also, time perspective and intelligence beliefs had a direct and positive effect on academic self-efficacy and time perspective, intelligence beliefs and academic self-efficacy had a direct and negative effect on self-handicapping. In addition, time perspective and intelligence beliefs with mediated by academic self-efficacy had an indirect and negative effect on self-handicapping (P<0.05).ConclusionAccording to the results of this study, planning is necessary to reduce students’ self-disability which for this purpose, school counselors and psychologists can improve their time perspective, intelligence beliefs and academic self-efficacy through workshops

An Investigation on Attitude Towards Learning Mathematics Among Higher Secondary School Students

While assessing mathematics performance, attitude towards mathematics and Mathematics learning are frequently cited as factors contributing to success. The present study has been conducted to investigate students’ attitude towards learning mathematics in the higher secondary schools of Assam, India. It is sought to understand the influence of Gender and School Environment (Government and Private) in the study of the subject Mathematics. ATMS (Attitude Towards Mathematics Scale), developed by Dr. S. C. Gakhar, and Dr. Rajni was used to find out the attitude of students towards learning mathematics and their achievement in mathematics both in terms of gender as well as school management pattern. Out of a population of 340 students studying at the higher secondary (10+1) level in the Balijana Block of Goalpara District, a sample of 102 students (56 boys and 46 girls) were selected through Stratified Random sampling technique. One Provincialized, one Government and two Private schools were selected based on purposive sampling technique. The achievement of the students in Mathematics at higher secondary level depends on the gender of the students. The study revealed that achievement level of the male students in Mathematics at higher secondary level is more than that of their female counterparts. The achievement of the students in Mathematics at higher secondary level depends on the school environment. The achievement level of the students in private schools is better than the Government schools. The male students show more positive attitude towards learning Mathematics than the female students. Among the eight components, in few components students of Government schools show more positive attitude than Private schools. Whereas, in some components students of Private schools show more positive attitude than students of Government schools. Therefore, attitudes towards mathematics can be developed through encouraging students and motivating them for learning through constructivism and innovations. Teachers, school environment and home environment should be conducive and shouldn’t hamper students’ mathematical performance throughout their schooling

Academic Stress in relation to Personality, Locale and Gender

School education is very important part in an individual’s life and is also a turning point in their academic life. Stress is a common factor among school students. Academic stress involves mental distress regarding anticipated academic challenges or failure or even the fear of the possibility of academic failure. A student’s life is subjected to different kinds of stressors such as the pressure of academics with a requirement of success, uncertain future and difficulties predict for integration into the system. In the present scenario academic stress is major factor that influence the students’ performance as well as their personality. The study investigated academic stress in relation to personality, locale and gender among higher secondary school students. A total of four hundred male and female students participated in this study from Baster district of Chhattisgarh. The sample was selected by using stratified random sampling technique. To assess the personality of the subjects, Eysenck’s Maudsley Personality Inventory (MPI) and Academic Stress Scale for Students was used. Obtained data were analyzed using descriptive statistics, t-test, and regression analysis. The results show significant difference between academic stress and gender, academic stress and locale, personality and locale of students. No gender difference was found between the personality of male and female students. Results also indicated that boys experienced more academic stress as compared to girls. Similarly, non-tribal students experienced higher level of academic stress as compared to tribal students. The result of regression analysis showed that personality emerged out as a significant predictor of students’ academic stress explaining about 30.5% variation.

A study of teaching effectiveness, scientific attitude and achievement in geography among higher secondary school students

Today, teaching profession has become very challenging, complex and versatile due to various reasons such as there is explosion of knowledge and information and there after radical changes are taking place in the content areas of all discipline of humanities, science and social science. Hence, teacher must hold scientific attitude and comprehensive views of their chosen subject, teaching skills and dealing the students. The quality and extent of learner's achievement are determined firmly by teaching effectiveness, scientific attitude, competent, sensitivity, and dedication of the students. Effective teaching and scientific attitude largely influence the achievement of students in geography subject.Teaching effectiveness and scientific attitude bringing up quality in higher secondary education. Effective teaching and scientific attitude mould and shapes the behaviour and do best at the stage for their achievement. Teaching effectiveness and scientific attitude can contribute significantly in improving the quality of education and achievement of students in geography subject. For recognising teaching effectiveness, scientific attitude and achievement in geography subject, it is essential to identify and estimate some of the major patterns of learner's characteristics. An adequate assessment and evaluation based study is essential to assess the teaching effectiveness, scientific attitude and achievement in geography subject among the higher secondary students. Hence, the present study was undertaken and it is an attempt to find out the teaching effectiveness, scientific attitude and achievement in geography subject among the higher secondary school students of Murshidabad district, West Bengal. Despite of many studies on teaching effectiveness related areas, till now no research has been conducted on Teaching Effectiveness, Scientific Attitude and Achievement in Geography among higher secondary school students in Murshidabad district, West Bengal. The findings of the study will be helpful for the state government, policy makers, principals, teachers and parents to know the achievement of students in geography subject and quality of teaching in schools and how teaching effectiveness and scientific attitude are working towards the achievement in geography among higher secondary school students. And it will also overcome the research gap in this area.

Factors of Academic Stress among Secondary and Higher Secondary School Students

Nowadays stress is a common problem in our modern life. It has become a part of student’s academic life due to the various internal and external expectations placed upon their shoulders. So the study was aimed to identify those factor of stress which affect on academic life of secondary and higher secondary school students. A qualitative method was used in gathering and analysing data. So a survey questionnaire was prepared for the study and used to assess the various factor of academic stress. The questionnaire consisted of 20 statements which explain the factors of academic stress among different level of school students. The obtained results showed that many factors were responsible for academic stress. The findings from this study could be useful for future research on examining the factors of academic stress and might help counselors working with school students to create the counseling programs.

Perception and impact of influencing factors of nursing as a career choice amongst Higher Secondary School Students: Descriptive study

In an era of declining enrolments in nursing, it is vital to identify the significant decline in the admissions for the Basic B.Sc. program in nursing. The key themes that emerged in this descriptive study of 200 interviewees were the use of the career choice questionnaire for high school students, their perceptions and influence on nursing choice as an influencing factor in career choice. Nursing was viewed as a very contentious career choice. Nowhere have the respondents viewed nursing as an independent practicing profession and one that requires higher cognitive potentials. Their choices of careers were medicine, engineering and information technology. According to themtheir expectations of a career did not match with nursing career. The final theme is that respondents did not choose nursing because they wanted to be unique, and adding nursing would waste their examination scores. There is an urgent need to take action and develop strategies to attract recruited nursing students. As a priority, we need to promote many aspects of modern nursing and the stereotyped image of nursing among high school students, which is crucial.

Study Habits of Higher Secondary School Students in Relation to Their Gender, Type of School and Academic Stream

The success or failure of a student depends upon numerous factors such as his ability, intelligence and study habits. Among these, study habits are of utmost importance in deciding the success of any individual. The purpose of this research was to find out differences in the study habits of higher secondary school students with respect to various variables. Random sampling technique was applied to draw a sample of 200 students studying in ten higher secondary schools of Kathua District (J&amp;K). Study Habits Inventory (SHI) by Chandel and Paliwal (2012) has been used in this study. The results showed that female higher secondary school students obtained higher scores on the Interaction dimension while male students scored higher on the Support dimension of Study Habits Inventory (SHI). The results also revealed that students studying in private higher secondary schools had better study habits as compared to students studying in government higher secondary schools especially on the Drilling and Support dimensions as well as on overall study habits. Further, science students were found to possess better study habits in comparison to art students on the dimensions of Comprehension, Concentration, Task-orientation and Sets, Interaction, Drilling and Support as well as on overall study habits.

The Knowledge, Attitude, and Practices of Secondary High School Students Regarding Food Safety and Hygiene in Khorramdarreh, Iran

Background: The studies on children and adolescents provide the basic information for educational interventions such as the assessment of the knowledge of community health promotion. The present study aimed to evaluate the knowledge, attitude, and practices of secondary high school students regarding food safety and hygiene in Khorramdarreh, Zanjan, Iran. Methods: This cross-sectional study was conducted on 640 secondary high school students during December 2014-December 2015. The participants were selected via cluster sampling, and data were collected using a researcher-made questionnaire after assessing its validity and reliability. Data analysis was performed in SPSS version 16. Results: The mean scores of the knowledge, attitude, and practices of the students were 36.6±6.96 (moderate), 57.95±6.88 (favorable), and 40.59±5.80 (favorable), respectively. The lowest knowledge level of the students was observed in milk and egg hygiene (27%), meat hygiene (35%), effect of temperature on microorganisms (35%), and brucellosisrelated aspects (7.33%). Conclusion: Although the students had a positive attitude toward food safety, they had inadequate knowledge of the effects on their practices. Therefore, it seems that training is essential in the food safety and hygiene fields for students and their parents.

A comparative study of learning patterns of secondary school, high school and college students

The main aim of the current research was to identify the similarities and differences in learning patterns used by secondary school, high school and college students. There were 8,072 participants and they responded to the Chinese version of Inventory of Learning Styles (ILS) online. Findings show that the three groups of students were significantly different in their adoption of learning patterns; the dimensionalities of learning patterns observed in secondary school and high school students were similar, but were different from those of college students; these students’ learning patterns differed from each other in relation to personal characteristics (i.e. gender and age), but tended to have similar strong relationships with parents’ education level and parents’ jobs. This study contributes to the understanding of the learning patterns characterized by school and college students. By acknowledging this, educators can help to develop better support for students in adapting to new study environments.

High and higher secondary role attitude north Kashmirian school students for physical education

High and higher secondary role attitude north Kashmirian school students for physical education

التفکیر الإیجابی وعلاقته بالصلابة النفسیة والقدرة على حل المشکلات لدى طلاب المرحلة الثانویة العامة Positive thinking and its prelateship to psychological hardiness and problem-solving ability among high secondary school students

تستهدف الدراسة التحقق من العلاقة بين التفکير الإيجابي، وکل من الصلابة النفسية والقدرة على حل المشکلات لدى طلاب المرحلة الثانوية العامة، کما تستهدف التعرف على الفروق في کل من التفکير الإيجابي والصلابة النفسية، والقدرة على حل المشکلات لديهم، حسب الجنس (ذکورـــ إناث)، والصف الدراسي (الأول والثاني والثالث). وتکونت عينة الدراسة من 257 طالبا من طلاب المرحلة الثانوية العامة من الجنسين (108 ذکور و149 أنثى) من مختلف الصفوف الدراسية (92 أولى و79 ثانية و86 ثالثة)، وتراوحت أعمارهم بين (16-18 عاما) بمتوسط قدره (16.98 عاما)، وانحراف معياري قدره (0.83 عاما). وقد أدى مختلف أفراد العينة على مقياس التفکير الإيجابي ومقياس الصلابة النفسية ومقياس القدرة على حل المشکلات. وأسفرت النتائج عن وجود ارتباط موجب بين التفکير الإيجابي، وکل من الصلابة النفسية والقدرة على حل المشکلات، ووجود فروق بين الذکور والإناث في التفکير الإيجابي في اتجاه الإناث، وعدم وجود فروق بين الصفوف الدراسية في التفکير الإيجابي، وعدم وجود تفاعل بين النوع والصف الدراسي في التأثير على کل من الصلابة النفسية والقدرة على حل المشکلات. The present study aimed to validation from the relationship between positive thinking and both psychological hardiness and problem solving ability among high secondary school students, And identify to the differences between the averages of positive thinking scores and psychological hardiness and problem solving ability among high secondary school students according to variables type (males/females), and Classroom (First /Second/ Third), The sample of the study consisted of 257 male and female from high secondary school students distributed according to type variable (108 males/ 149 females) and Classroom (92 first / 79 second / 86 third), and range ages them between (16 to 18 years) with an average age of 16.98 years and a standard deviation of 0.83 years, and used to positive thinking scale, psychological hardness scale, and problem solving ability scale, The results showed that There was a positive correlation between positive thinking, psychological hardness and problem solving ability among high secondary school students, There was statistically significant differences between males and females in positive thinking, There wasn't statistically significant differences in positive thinking according to the Classroom variable, There wasn't statistically significant differences according to type and Classroom variables in psychological hardiness and problem solving ability.

The Impact of Classroom Management on Students’ Communication Skills in English Language Classrooms

The way the teacher manages and controls the classroom plays an important role in enhancing students’ learning abilities. Teachers apply different styles of classroom management based on their attitude to student development and learning, each of which can have different effects on students. The main purpose of this study was to investigate the impact of classroom management on students’ communication skills in English language teaching. Interventionist style, Interactive style and Non-Interventionist style are considered based on Wolfgang and Gleickman theory as three types of classroom management styles. The study population was all female secondary high school students in Iran, Bojnourd city in the academic year 2019-2020. The classroom management style of English language teachers was measured by using the Wolfgang and Gleikman Classroom Management Questionnaire in a sample of 20 teachers. Based on the results of the data analysis, the students of the interaction oriented teachers have higher and stronger communication skills compared to the students of the interventionist teachers.

Impact of Cyberbullying Behavior on the Self-Esteem among Secondary and Higher Secondary School Students in Punjab, Pakistan

The internet users are more than four billion globally. The fast advancement in electronic technology caused an unpredictable variation in the development of students. The use of the internet has become the backbone of education and communication. The current study sets out to measure the impact of cyberbullying on the selfesteem among secondary and higher secondary school students in nine districts of Punjab, Pakistan were selected. The total sample size comprised of 3236 (1614 male 1622 female) students, and their ages were 13-19 years, recruited through conveniently sampling. Two questionnaires were employed in the present research for the purpose of data collection; Cyberbullying Scale and Rosenberg Self-Esteem Scale. The data were analyzed through Statistical Package for Social Sciences (SPSS 23.0). The quantitative results revealed that cyberbullying was significantly (p &lt; .01) positively correlated with self-esteem. Further, linear regression results showed that cyberbullying was a significant impact on self-esteem. Results also showed the comparison between male and female samples for cyberbullying on the self-esteem, and results of the comparison showed that the mean of cyberbullying was selfesteem was significantly higher among female students than male respondents. The limitations of the results are discussed.

A Review On Solution Focused Brief Therapy Studies In Turkey

The aim of this study is to examine experimental studies conducted with solution focused brief therapy psychological counselling in Turkey. In this study in which descriptive method was used, the data were analysed with document analysis. In this respect, a total of 26 studies, 24 graduate theses and 2 articles, which were conducted experimentally with solution focused counselling approach, were analysed. According to the results of the study, it was found that there was an increase in studies conducted with this approach in recent years, the majority of the studies were conducted in the fields of education and nursing, and the sample groups of the study were mostly secondary school, high school and university students. It was found that mostly group counselling method and semi-experimental pattern were used in studies, a great majority of the studies were conducted with 6 sessions, all of the studies except one included control group, 3 of the studies included placebo group and follow-up test was conducted in 14 of the studies. It was found that the studies were applied on very different problem areas, mainly undesired behaviours and that 4 of the studies met all the criteria determined for solution focused approach. When the studies conducted were examined, it was found that there were no studies in which solution focused approach was compared with another psychotherapy approach. As a result of the study, it was found that in all studies except one, solution focused counselling had a significant effect on the experimental group.

Secondary High School Students’ Perception towards Teacher Response on EFL Writing

This article is a qualitative study conducted to investigate students’ perceptions towards teacher’s response on EFL writing. The data collected from the students’ reflection of 12 students after receiving feedback from the teacher during three drafting times at one of senior high school in Kendari. The instruments of the study are students’ reflection, and observation sheet. The result of the study showed that students interest towards teacher response (feedback) because it has positive affect in learning English especially on EFL Writing.However,teacher responses help them in correcting their errors in writing. Students assume it can help in developing new ideas, identify error words, punctuation and also build new inspiration in writing process. The implies of the study, teacher response in learning English especially writing skill can improve students insight and knowledge to be better than before. Teacher feedback makes easier for students to know their mistakes in writing process. Key words: Error writing, Students’ reflection, Teacher response.

The Knowledge, Attitude, and Practices of Secondary High School Students Regarding Food Safety and Hygiene in Khorramdarreh, Iran

The Knowledge, Attitude, and Practices of Secondary High School Students Regarding Food Safety and Hygiene in Khorramdarreh, Iran

Emocje pozytywne i negatywne wychowanków placówek resocjalizacyjnych oraz uczniów szkół publicznych – analiza porównawcza

The objective of this research was to determine whether and what differentiates the intensity of negative and positive emotions amongst socially adjusted and maladjusted adolescents. Empirical studies were conducted on a sample of 380 lower and higher secondary school students and 104 juveniles living in five different rehabilitation facilities. To measure the variables a questionnaire was constructed including statements allowing respondents to describe the frequency of 13 positive and 13 negative emotions. Socially maladjusted teenagers declare experiencing positive emotions rarer than their well-adjusted peers attending lower and higher secondary schools. On the other hand the students from public schools more frequently declare feeling some negative emotions (disgust, contempt, stress and disaffection) in comparison with rehabilitation facilities’ juveniles

Self-Harm Behavior among Adolescent Students of Higher Secondary Schools of Kathmandu Valley, Nepal

Introduction: A sizable amount of adolescents do self-harm, but most cases do not reach medical services as well as the attention of college administration and parents, making such a study essential to be carried out. The prevalence of suicidal thoughts and deliberate self-harm behavior remains largely unexplored. In this study, self-harm behaviors among adolescents studying at higher secondary schools were evaluated in selected schools of Kathmandu Valley in Nepal.&#x0D; Methods: The purposive sampling of five different higher secondary schools in the Kathmandu valley were taken as a study area and the census was done to select the sample population of the selected higher secondary school. A crosssectional analysis of self-administered questionnaire data was collected aftertaking informed and assent consent from participants (n= 243)14-19 years old.&#x0D; Results: The prevalence of lifetime self-harm was approximately 55.6%. The most commonly used self-harm method was scratching the skin intensely (14.5%) and was followed by carving words or other marks on the skin (14.0%). Of those who reported self-harm, 34.8%, intentionally hurt themselves to get the attention of others and 17.8% to punish themselves. Concurrent alcohol consumption (OR=3.660), cigarette smoking (OR=2.50), and depression (OR= 3.01) were associated with a significantly increased risk of self-harm. Similarly, problems with various social relationships were associated with the risk of self-harm. 68.1% knew other people harming themselves before they were involved in self-harm and 19.6% were influenced by family, friends, and media to harm themselves.&#x0D; Conclusions: Self-harm behaviors are common among adolescents. Although the majority of self-harm behavior is not accompanied by a desire to die (serious attempt), all self-harm regardless of motivation is associated with an increased risk of deliberately harming when it is carried out repeatedly.

Efficacy of Training Self-Compassion on High School Students’ School Phobia

Introduction and purpose: The students are considered the main resources in the society and they can pave the way for the development of the societies through successful educational performance. Therefore, the present study was conducted to investigate the efficacy of training self-compassion on high school students’ school phobia. Methodology: The present study was quasi-experimental with pretest, posttest and control group design. The statistical population included secondary high school students in the city of Tehran in academic year 2019-20. 40 students were selected though multi-stage clustered random sampling method and they were randomly accommodated into experimental and control groups (each group 20 students). The experimental group received seven sixty-minute sessions of training intervention of self-compassion (Germer, 2009) during a month. The applied questionnaires in the study were school phobia questionnaire. The data were analyzed through ANCOVA method using SPSS 23 software. Findings: The results showed that training self-compassion has significant effect on high school students’ school phobia (p<0.001) in a way that this intervention has led to the decrease of high school students’ school phobia. Conclusion: The findings of the study revealed that training self-compassion can be used as an efficient method to decrease high students’ school phobia through employing techniques such as familiarity with the concept of mindfulness, accepting emotions, facing emotions, the skill of personal accountability, and self-awareness.