Sample Of Secondary School Students Research Articles

Admiration by secondary school students in Port Sudan locality

The study aimed to identify cognitive flexibility among secondary school students in Port Sudan district, in light of the variable, gender, age and grade level. The researcher used the descriptive approach to apply her study on a simple random sample of secondary school students in Port Sudan district, where the number of students were the 0.05 level. There are differences in cognitive flexibility among secondary school students in Port Sudan district according to age, as the (f) value was (2.665) and probability value (0.008) at a significance level of 0.05, there are differences in cognitive flexibility among secondary school students in Port Sudan district according to the class level. It is noted that the value (F) (5.296) and the probability value (0.001) at a significant level of 0.05, the researcher recommends: The necessity of preparing training programs aimed at developing cognitive flexibility skills among secondary school students, subjecting students with average and low grades of training programs aimed to improve their cognitive flexibility. The necessity for secondary school teachers is to have cognitive flexibility, so that they can train their students on how to perceive, interpret and find alternatives to confront and control difficult educational situations, conducting experimental studies aimed at identifying the effect of training programs based on cognitive flexibility skills in modifying students’ behavior at various educational stages.

A Service-Learning Program to Prevent Online Hate Speech Perpetration Among Secondary Education Students: A Pilot Study.

The evolution and rapid expansion of online hate speech perpetration (OHSP) behaviors among adolescents toward different groups contrast with the lack of theory-based and empirically evaluated programs targeting this phenomenon. This study, developed by the Spanish Volunteering Platform, contributes to reversing this situation by investigating the impact of a service-learning program to prevent OHSP among students in secondary education. To do so, a cluster-randomized research design was adopted with a sample of secondary school students (n = 60) from two public schools. After the random assignment of each class group to either the intervention or control condition, the service-learning program previously designed was implemented for 3 months. Regression results in model 7 with all predictors and controls yield a significant effect on the variable experimental group = 0.803, p < .05, and gender = 0.987, p < .05, explaining 45.9% of the variance. The effect size for this intervention was 0.42. From a theoretical perspective, participants are moving in the right direction to reduce and/or prevent OHSP behaviors, which demonstrates the theoretical utility of the theory of planned behavior in hate speech research. Finally, several recommendations are made to improve the impact of future replications or adaptations of this program.

The effectiveness of secondary-school based interventions on the future physical activity of adolescents in Aotearoa New Zealand: a modelling study.

Secondary schools are important settings for promoting varied physical activity (PA) opportunities for adolescents to promote PA throughout life. However, research on the effect of secondary school-based interventions on future PA is limited. This study examined the potential impact of secondary school-based interventions on the determinants of future PA participation of Aotearoa New Zealand (NZ) adolescents using simulated modelling. We used data from a nationally representative sample of secondary school students (n = 5035) aged 12-17 between 2017 and 2020 in NZ. We modelled four secondary school-based interventions and their projected impact on five determinants of future PA. Modelled interventions were the technological augmentation of physical education (TAPE), a peer-led PA mentoring programme (PL), physically active learning (PAL) and the inclusion of a natural environment play area (NE). Total weekly PA increased the most from the NE intervention (+ 0.2h/week), followed by TAPE (+ 0.08h/week), PAL (+ 0.05h/week) and PL (-0.06h/week). Current number of PA settings increased the most in NE (+ 1.75 settings/week), followed by TAPE (+ 1.29 settings/week), PAL (+ 1.21 settings/week) and PL (+ 0.73 settings/week). Current number of PA types increased the most in NE (+ 1.57 types/week), followed by PL (+ 1.05 types/week), TAPE (+ 0.34 types/week) and PAL (+ 0.15 types/week). Physical literacy scores increased the most from PL (+ 3.6%), followed by PAL (+ 3.3%), TAPE (+ 0.43%) and NE (+ 0.12%). Social support scores increased the most from PAL (+ 5%), followed by PL (+ 1.9%), TAPE (+ 1.46%) and NE (+ 0.57%). On average, all interventions benefitted determinants of future PA participation to a small degree. Results show differing magnitudes of the intervention effect by determinant, indicating the complexities surrounding the promotion of PA adherence. Future interventions could be improved through detailed consultation alongside, and involving, adolescents and stakeholders within schools. Researchers should also prioritise the collection of longitudinal PA data and explore its connection with sociodemographic differences between adolescents.

The impact of cognitive emotion regulation strategies on math and science anxieties with or without controlling general anxiety

It is well-established that general anxiety associates with the lower use of adaptive emotion regulation and the higher use of maladaptive emotion regulation. However, no study has previously investigated the impact of cognitive emotion regulation on academic anxieties. Using a sample of secondary school students (N = 391), this study examined the impact of cognitive emotion regulation on math and science anxieties. Math anxiety showed stronger correlations with adaptive than maladaptive emotion regulation, whereas general anxiety showed stronger correlations with maladaptive than adaptive emotion regulation. Hierarchical regression analyses showed that math anxiety was associated with the high uses of acceptance, rumination and other-blame and the low uses of positive reappraisal and putting into perspective. However, with controlling science and general anxieties, math anxiety was associated with the high use of rumination and the low use of positive reappraisal. In contrast, science anxiety was associated with the high uses of acceptance and other-blame and the low use of positive reappraisal. Importantly, however, with controlling math and general anxieties, those science anxiety associations did not remain. Accordingly, these results might provide important insights for the specificity, etiology, and intervention of math anxiety.

Binge Drinking Disparities by Grade, Race and Ethnicity, Sexual Orientation, and Gender Identity.

Binge drinking disparities between sexual and gender minority (SGM) students and their heterosexual, cisgender peers are well-established. Data limitations have precluded understandings of whether the onset and progression of these disparities differ by grade. Additionally, little is known about whether and how SGM-related binge drinking varies across groups of students coincidingly defined by sexual orientation or gender identity (SOGI), race, and ethnicity. In the current study, we used a large, statewide sample of secondary school students in California to describe the prevalence of binge drinking among subgroups of adolescents at the intersections of grade, race and ethnicity, and SOGI. Data were from the 2017-2019 cycle of the California Healthy Kids Survey, one of the largest statewide cross-sectional surveys of secondary school students in the United States (n = 925 744). We described the grade-specific prevalence rates of past 30-day binge drinking by (1) grade level, (2) race and ethnicity, and (3) SOGI. Predicted probabilities estimated adjusted percentages of students' binge drinking by subgroups. SGM-related binge drinking differences were present early in secondary school. Several subgroups of SGM adolescents with minoritized racial and ethnic identities reported higher binge drinking rates relative to their same-grade, white, non-SGM peers. Prevention and intervention programs must consider developmentally- and culturally-informed strategies to most effectively promote health among minoritized students.

Which learning techniques supported by cognitive research do students use at secondary school? Prevalence and associations with students’ beliefs and achievement

Research in cognitive science has highlighted the effectiveness of several learning techniques, and a number of studies have analyzed their prevalence among university students and their relationship with academic achievement. In this study, we surveyed a large, heterogeneous sample of secondary school students to reveal how often they use research-supported techniques in comparison with other frequent techniques, and we analyzed the association between their study strategies and school achievement. We also assessed the associations between study techniques and several students’ beliefs and attitudes toward learning (self-efficacy, goal orientation, control beliefs, growth mindset, and examination anxiety). Results showed that, except for distributed practice, only those techniques that are supported by previous research yielded an association with achievement, and they exhibited higher associations with self-efficacy, growth mindset, control beliefs, and learning goal orientation than non-supported techniques.

The Predictive Ability of addiction to Social Networking sites on Self-esteem and Loneliness among Second-year Secondary School Students

The study aimed to identify the predictive ability of addiction to social networking sites on self-esteem and loneliness among a sample of secondary school students. The study sample consisted of 627 male and female students in the second year of secondary education from eight secondary schools. Three scales for measuring social networking addiction, self-esteem and loneliness were used. The results showed that the subscales of the social networking sites addiction that positively predicted self-esteem were conflict and mood modification and negatively predicted tolerance, which negatively predicted loneliness are withdrawal and conflict, and positively predicted tolerance.

Distracted Minds: Investigating the Influence of Smart Phone Addiction on Study Habits Among Secondary School Students

The study investigates the impact of smart phone addiction on the study habits of Secondary School Students focusing on whether significant differences exist between students with and without smart phone addiction with the Widespread use of smart phone among today’s youth, concerns have emerged regarding their potential influence on academic performance and study habits. By investigating the connection between smartphone addiction and Study habits among secondary school students, the study seeks to close this knowledge gap. One hundred (100) sample of secondary school students were selected comprising both students with and without smart phone addiction. Validated measures were used to assess smart phone addiction levels and study habits. Additionally, data on time spent on phone and performance was collected. Statistical analyses including t-test was conducted to compare the study habits of students with or without smart phone addiction. The findings contributed to understanding the significance of smart phone addiction in shaping academic behaviors and informed interventions aimed at promoting study habits among secondary school students in this digital age.

Investigating the complex relations among affective variables in the context of gambling

Gambling disorder is a dramatic phenomenon that is spreading, in Italy as well as around the world, among younger and younger people every year. Activities in mathematics lessons at school can help pre-vent it, but it is necessary to know with which attitudes and beliefs students approach such mathematics lessons, as well as the role of the social environment. Thus, in this study, within a sample of secondary school students who experienced gambling at various levels of addiction (from none to high), we investigate the role of: mathematics-related beliefs, emotions, social relationships, attitudes towards gambling and behaviour, through a set of calibrated self-report multiple-choice questionnaires. This represents for us an opportunity to understand the complex relations among affective variables in mathematics educational activities aimed at preventing gambling disorder. For example, we found a positive correlation between mathematics-related beliefs and gambling frequency, and a negative correlation between emotional regulation and gambling frequency. Hence, we can say that affective variables such as emotions and beliefs have an effect on gambling behavior.

On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition

While intelligence and motivational variables are well-established predictors of academic achievement, Need for Cognition (NFC), the stable intrinsic motivation to engage in and enjoy challenging intellectual activity, has not yet been considered comprehensively in this field, especially not longitudinally. By applying latent change score modeling, we examined the incremental value of NFC, considering well-established motivational constructs and prior achievement in the prediction of academic achievement across different subjects in a longitudinal approach across two time points in a sample of secondary school students ([Formula: see text] = 271, [Formula: see text] = 255). Correlations of NFC with grades were comparable to those of established predictors. NFC incrementally predicted academic achievement over and above prior achievement and ability self-concept. A mutual influence of NFC and academic achievement was found pointing to skill development as well as self-enhancement processes taking place in this interplay. Consequently, we propose to include NFC in models for the comprehensive explanation of academic achievement in school.

Relationship Between Brand Awareness Levels, Brand Loyalty Behaviors, Brand Function Perceptions, Factors Influencing Brand Loyalty, and Preferred Criteria in Product Purchasing Among Secondary School Students Engaged in Sports

This research was conducted to determine whether there is a significant relationship between brand awareness levels, brand loyalty behaviors, brand function perceptions, factors affecting brand loyalty and preference criteria in product purchase in a sample of secondary school students engaged in sports. In the research, a relational survey method was employed. The study group consisted of a total of 250 students [n(male=185), n(female=65)] who were enrolled in high schools affiliated with the Konya Provincial Directorate of National Education during the first half of the 2019-2020 academic year and represented different sports branches (such as football, volleyball, basketball, handball, folk dancing, taekwondo, kickboxing, badminton, fitness, wrestling, fencing) at their schools or participated in competitions. The average age of the students participating in the research is 16.48±1.16. Brand Awareness Scale consisting of 5 statements and a single dimension, Brand Loyalty Scale consisting of 6 statements and a single dimension, Brand Functions Scale consisting of 14 statements and 3 sub-dimensions, Factors Affecting Brand Loyalty Scale consisting of 13 statements and 4 sub-dimensions and Preference Criteria in Product Purchase Scale consisting of 23 statements and 4 sub-dimensions were used as data collection tools. Relational survey model and convenience sampling method were used in the study. As a result of the research, it was determined that there are positive, medium and low-level significant relationships between the brand awareness levels, brand loyalty behaviors, brand function perceptions, factors affecting brand loyalty and preference criteria in product purchase of secondary school students engaged in sports.Keywords: Brand Awareness, Brand Function, Brand Loyalty, Secondary School Students, Sports Marketing

Enhancing student satisfaction and academic performance through school courtyard design: a quantitative analysis

ABSTRACT Traditionally, students’ overall satisfaction with their educational experience was typically measured using a single question or a straightforward ‘yes’ or ‘no’ response. However, this approach might not capture their complete assessment of other aspects of satisfaction. The design of School Courtyard is expected to be one of these aspects, and it will be the subject of this quantitative research. To gather the data, a self-administered survey was made available to a sample of secondary school students from two private schools. To investigate and validate the connection between School Courtyard Design, Courtyard Suitability and Courtyard Attractiveness with Students’ Satisfaction, three hypotheses were developed. To evaluate the viability of the developed hypotheses, software namely SPSS (Statistical Package for Science Software) was used to carry out several tests, including regression analysis and correlation coefficient. The results showed a high relationship significance between the School Courtyard Design and Students’ Satisfaction with a chance of 37.5%. Student satisfaction can be predicted also by Courtyard Suitability with a 22.9% chance. Finally, Students’ Satisfaction can be additionally predicted by the Courtyard Attractiveness with a 24.7% chance. The research reveals the courtyard design needs, enhancing student satisfaction and academic performance, benefiting architects, experts, and practitioners.

MORAL COMPASS AND UNETHICAL PRACTICES IN ACADEMICS AMONG SECONDARY SCHOOL STUDENTS IN BARINGO COUNTY, KENYA

Academic honesty is a critical aspect of an education system as it ensures learners have the necessary knowledge, skills, and competencies. However, there have been reported incidences where learners have engaged in unethical practices. This study sought to establish whether moral compass is related to the enactment of ethical practices in academics among 396 systematic sample of secondary school students aged between 16 to 21 years. Data was analyzed using descriptive and correlational approaches. The results showed that the majority of the respondents had a high moral compass. Also, very few (12%) had never engaged in unethical practices in academics. In addition, moral compass was inverse and significantly related to involvement in unethical behaviours in academics. It was recommended that further studies should be conducted on why there is incongruence between student’s beliefs and values and ethical practices in academics.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0061/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Aspiration level of Secondary School Students at Abuguta Administrative Unity in Gezira State and its Relationship with some variables

The research aimed to identify the aspiration level of a sample of Secondary School students, Gezira State, Abuguta Administrative Unity – Sudan. and to find out any statistically significant differences between the means of the sample members due to these variables: gender and specialization. To achieve this objective, the researcher used the analytical descriptive method on a sample which consisted of (123) students who were randomly selected. The researcher adopted aspiration level questionnaire prepared by Kamilia Abdelftah (1975). The study results revealed that the level aspiration of students of the Secondary School, Gezira State, Abuguta Administrative Unit was high. There were also no significant differences in the means of students' responses due to the variable gender, and there were also significant differences in the means of students' responses due to the variable specialization for arts.

The relationship between Metacognitive thinking and Motive of achievement

The current study aimed to examine the relationship between Metacognitive thinking and Motive of achievement among a sample of secondary school students and investigating statistically significant differences between them on the basis of demographics sex, and academic specialization). The study Adopted correlational method and was conducted in two secondary schools: Mohammed Al-Saleh El-amir and Boukhalfa Sabti in Oum el-Bouaki (East of Algeria). The study sample included 100 students. Two instruments used in collecting data: Metacognitive Thinking and motive of Achievement scales. Data obtained were analyzed using statistical package of social sciences SPSS, and it revealed the following results: - The existence of a positive statistically significant correlation between sample participants’ degrees on Metacognitive Thinking and Motive of achievement (R = 0.53 sig 0,1) - No statistically significant differences between participants’ degrees means on Metacognitive thinking and Motive of Achievement with respect to academic specialization (literary, scientific). with respect to gender. -No statistically significant differences between participants’ degrees means on Motive of Achievement with respect to gender.

Drug-facilitated sexual assault acceptance scale: construction and validation of a new scale in Spanish context

Abstract Aim To construct and validate a scale to measure the degree of acceptance of the population towards drug-facilitated sexual assault. Subject and methods The drug-facilitated sexual assault acceptance scale was validated in a sample of secondary school students (n = 485). For this purpose, the sample was divided into two subsamples (n1 = 240; n2 = 245), and exploratory factor analysis and confirmatory factor analysis were applied to each of them. In addition, the reliability of the developed scale was analyzed using Cronbach's α. Results In the exploratory factor analysis, a scale of 15 items was obtained, divided into three factors: (a) Sexual Duty, (b) Drunken Effervescence, and (c) Sexual Success. Confirmatory factor analysis confirmed the results. In measuring the reliability of the scale, a Cronbach's α of 0.877 was obtained for the whole sample. Conclusion These results confirm the adequacy of the scale and its component items, reflecting its suitability for measuring the acceptability of drug-facilitated sexual assaults. Thus, the drug-facilitated sexual assault acceptance scale provides a valid and reliable instrument specifically designed to measure the acceptability of drug-facilitated sexual violence.

Prevalence and associated factors of depressive and anxiety symptoms among Chinese secondary school students

BackgroundDepressive and anxiety symptoms affect about one-fourth of Chinese secondary school students. However, the prevalence and correlates of mental distress among secondary school students from Western China remain largely unexplored. This study aimed to examine the prevalence and associations of depressive and anxiety symptoms with demographic, family, school, life, and behavior factors in a large, representative sample of secondary school students in Zigong, a city in Western China.MethodsSecondary school students were recruited using cluster sampling. The 9-item Patient Health Questionnaire, the 7-item Generalized Anxiety Disorder Questionnaire, Multidimensional Peer-Victimization Scale, the Pittsburgh Sleep Quality Index, and Nine-Item Internet Gaming Disorder Scale-Short Form were used. Descriptive statistic was used to describe the sociodemographic characteristics of participants. The clustering effect was adjusted by the “survey” package of R to calculate weighted prevalence. Univariate and multivariate logistic regression were used to explore associated factors of depression and anxiety, respectively.ResultsA total of 63,205 participants were involved, in which the weighted prevalence of depression in all subjects was 23.0% (95% CI: 19.6- 27.0%), and the weighted prevalence of anxiety was 13.9% (95% CI: 11.2- 17.0%). Logistic regression results showed girls, being single-child, non-nuclear family, peer bullying, sleep disturbance, and internet gaming disorder symptoms were positively associated with depressive and anxiety symptoms.ConclusionDepressive and anxiety symptoms were prevalent among secondary school students in Western China. Our results can guide policy strategies for the assessment, prevention, and intervention of psychological status among Chinese secondary school students.

Parents’ absence harms norm obedience of girls more than boys

We study how parental absence impacts children's norm obedience. Due to the prevalence of migrant labor in China, 61 million Chinese children have been “left behind,” with one or both parents absent from the home. Using a nationally representative sample of secondary school students, we find that rural “left-behind” girls exhibit norm disobedience at a higher rate than other girls or boys. They are more likely to cheat in school, use offensive language, and display anti-social behavior. We further find that being cared for by grandparents exacerbates the “left-behind” effect in rural girls, but not in other groups. This indicates that the son preference in rural China's older generation may leave rural “left behind” girls in disadvantaged situations. This finding is relevant for policy choices in developing countries, particularly to advancing and empowering women.

Health-Related Physical Fitness and its Relationship to the Level of Academic Achievement among A Sample of Secondary School Students in the City of Amman

This research set out to determine whether or not there was a correlation between students' levels of health-related physical fitness and their academic performance in Amman, the capital city of the Hashemite Kingdom of Jordan. An independent sample of (841) male pupils from Amman's public schools was used for the research. Their anthropometric data were used to quantify health-related physical fitness, and the school average was culled from students' final grades. The results showed that the study sample was split into six categories based on their level of health-related physical fitness, that there was a direct correlation between health-related physical fitness and academic achievement at the 0.001 level, and that the average percentage of body fat was 25.29%. In light of the findings, the researcher concluded that there is a direct and close relationship between the level of health-related physical fitness and the academic achievement among secondary school students. This is because the negative effects of a high percentage of fat and low physical fitness are not confined to the public health; rather, they extend to a low level of academic achievement and the associated psychological problems among students. As participating in sports has been shown to improve kids' health, mental well-being, social skills, and academic performance, the study's author suggests ramping up the number of sports offered to Amman's school students.

A Person-Centered Approach to the Relationship between Mathematics Self-Belief Profiles and Achievement

Students’ self-beliefs about mathematics, such as mathematics self-efficacy and mathematics anxiety, can interact with each other in the explanation of mathematics achievement. The present study aimed to identify mathematics self-belief profiles (derived from combinations of mathematics self-efficacy and mathematics anxiety) and their relationships to mathematics achievement in a sample of secondary-school students. The participants were 2,365 students who completed a self-report instrument for the assessment of mathematics self-efficacy and mathematics anxiety. A latent profile analysis was conducted to identify the participants’ mathematics self-belief profiles. The relationship between the profiles, mathematics achievement, gender and school year, was determined. Six student profiles were identified based on combined levels of mathematics self-efficacy and mathematics anxiety. Specifically, three patterns were found based on the combination of low, medium-low and high levels of mathematics self-efficacy with mathematics anxiety. While the detected profiles indicated statistically significant differences in the explanation of mathematics achievement, gender and school year were not relevant to the relationship between mathematics self-belief profiles and mathematics achievement. The study provides insights into the importance of students’ beliefs, and perceptions in the explanation of academic achievement.