School Career Research Articles

The Role of Sibling Patterns in the Educational Attainment of Hungarian Twins.

Studies concerning twins with a sociological focus are scarce in Hungary as well as international research, although the number of twin births has increased dramatically worldwide. The raising and education of twins are tasks demanding special attention from both the family and institutions. In our study we examine these aspects, looking back from adulthood, using the narrow scope of the available data from research based on the 'Hungarostudy 2021' database (N total: 7000; n twins: 106). Our results, corresponding to the hypotheses of educational sociology, demonstrate how the relationships between family size and school career and increasing number of siblings reduces the chances of high educational attainment. A regression analysis confirmed that both the number of siblings and a later position in the birth order reduces the chance of obtaining a higher education. For the second child in a family, the chance of earning a university degree is reduced to to 0.743. The role of a large family concerning higher education showed a stronger relationship in the case of twins compared to nontwins. For twins, the sibling pattern has a decisive effect in educational attainment. Twins themselves have a 1.449 times higher chance of obtaining a higher education compared to nontwins (p = 0.101), and fraternal twins have half (0.517) the chance of obtaining a higher education compared to identical twins; but both results are not significant (p = 0.156).

Mind-body Balance. Experience Workshop for New Entry Students in Engineering

Objective: Evaluate a comprehensive educational intervention in groups of new students in engineering, using techniques for the management of their mental health, to reinforce their conditions for learning. Theoretical Framework: Development of graphic organizers, reinforcement of self-esteem, ability to concentrate, and balanced diet, strengthen study habits and techniques, maintaining mental health, and improving school performance. This topic presents the main concepts and theories that support the research. Method: An educational intervention was designed and carried out for 550 engineering students. They joined a workshop on personal balance for their entry in 2017. Perception surveys and personal testimonies were applied. Their academic performance was analyzed after one year and contrasted with other generations. Results and Discussion: Testimonials and responses to perception surveys from students and the teacher showed more than 82% acceptance. The techniques were perceived as beneficial elements for personal life, and an alternative for mental health management. Their academic performance one year after entering was similar to that of those who had a better entry profile. Research Implications: The results were used to establish an engineering entry strategy and improve the school career, benefiting terminal efficiency. Originality/Value: This study offers the evaluation of the comprehensive intervention applied to engineering students to guide the admission strategy.

Early resilience and epigenetic ageing: Results from the prospective Young Finns Study with a 31-year follow-up.

Evidence is accumulating on the connection of early adversities and harsh family environment with epigenetic ageing. We investigated whether early psychosocial resilience is associated with epigenetic ageing in adulthood. We used the population-based Young Finns data (n = 1593). Early psychosocial resilience was assessed in 1980-1989 across five broad domains: (1) index of psychological strength (self-esteem at home/in general/at school, perceived possibilities to influence at home, internal life control), (2) index of social satisfaction (perceived support from family/friends and life satisfaction), (3) index of leisure time activities (hobbies and physical fitness), (4) index of responsible health behaviors (infrequent smoking or alcohol consumption), and (5) index of school career (school grades and adaptation). Epigenetic ages were calculated for blood samples from 2011, and the analyses were performed with variables describing age deviation (AgeDevHannum, AgeDevHorvath, AgeDevPheno, AgeDevGrim) and DunedinPACE. Covariates included early family environment, polygenic risk scores for schizophrenia and major depression, adulthood education, and adulthood health behaviors. All of the early resilience indexes were associated with lower levels of epigenetic ageing in adulthood, most consistently with AgeDevGrim and DunedinPACE. The associations of psychological strength and social satisfaction, in particular, seemed to be non-linear. In a smaller subsample (n = 289), high early resilience was related to lower AgeDevGrim over a 25-year follow-up in those who had high "baseline" levels of AgeDevGrim. In conclusion, early resilience seems to associate with lower level of epigenetic ageing in adulthood. Our results tentatively suggest that early resilience may increase "equality in epigenetic ageing" in a general population.

Exploring European Parents’ Attitudes Towards the Age Appropriateness of Digital Sexuality Education for Adolescents

We conducted a multinational cross-sectional survey in Europe to explore parental attitudes toward the appropriate age for adolescents to receive sexuality education through an app interface. This was delivered via an online survey across Belgium (n = 479), the United Kingdom (n = 445), and Italy (n = 454). Parents from Belgium consistently accepted their children accessing digital material at the youngest ages, whereas Italian participants selected the oldest age groups. Most parents, however,endorsed a spiral curriculum, whereby topics are introduced sequentially throughout adolescents’ school careers. Thus, whilst on average participants were comfortable with adolescents having access to content on body anatomy younger ages (from 9–12 years to 12–15 years), they approved virtual content on relationships and sex at older school ages (from 12–15 years to 15–18 years). European ethnicity, liberal sociosexual attitudes, lower religiosity, and higher educational attainment were associated with parents approving adolescent exposure to digital sex education at younger ages. To our knowledge, this exploratory study is the first to quantitatively examine parental attitudes toward digital sex education curricula, as well as explore the parental characteristics that relate to these attitudes. This work should inform educators internationally on their future efforts to deploy virtual sexuality learning.

‘I enjoy it a bit, but I wouldn’t want to do it in the future’: pupil aspirations for STEM careers in lower secondary school

ABSTRACT At a time when the focus of school science policies in many nations is to encourage more pupils to study science for longer, a better understanding of who is and is not interested in STEM careers will play an important role in shaping the guidance that schools can provide their pupils and the interventions that seek to inspire more young people to remain in the science stream. This paper explores the career aspirations of more than 4000 pupils at the end of lower secondary school in the UK. It considers the relationship between career aspirations, pupil characteristics, and school-based factors linked to enjoyment of and motivation for learning about science. The findings show that most pupils enjoy and look forward to studying science and feel that they are successful at it whether they aspired to a career in STEM or not. The study also confirmed the multi-dimensional nature of STEM career aspirations in which underlying inequalities, particularly linked to gender and ethnicity, were very much apparent. The complexity of these relationships confirms what decades of initiatives have told us – that increasing the number of young people who study science and later enter the highly skilled STEM labour market is no easy task.

Unveiling the longitudinal reciprocal relationship between burnout and engagement among adolescent athletes in sport schools.

Burnout and engagement are pivotal for adolescents' well-being and have received extensive attention in the educational literature. However, less is known about how these factors develop and interact within and between school and sport when adolescent athletes follow dual (school and sport) careers. The aim of this study was to examine the reciprocal relationship between engagement and burnout in school and sport through a cross-lagged analysis of longitudinal associations. A sample of 165 Finnish adolescent athletes (aged 14.5 years, 48.9% girls) enrolled in lower secondary sport schools (i.e., junior high schools) participated in a survey in spring 2019 (i.e., in Grade 8) and 1 year later, in spring 2020 (i.e., in Grade 9). Engagement and burnout had significant autoregressive relationships within school and sport. Furthermore, low levels of sport engagement in Grade 8 predicted sport burnout in Grade 9, and low levels of school burnout in Grade 8 predicted school engagement in Grade 9. Regarding cross-domain effects, high levels of school engagement in Grade 8 predicted low levels of sport engagement in Grade 9. The study shows that school and sport are distinct domains with unique associations between engagement and burnout in each domain. It also shows that adolescent athletes may maintain high school engagement by reducing their sport engagement. These findings highlight the need for sport school practitioners to develop intervention programs to address adolescents' school and sport needs and to support their holistic well-being.

Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

This study examines the impact of cumulative experiences and beliefs during the school career on the pedagogical development of future mathematics teachers in Chile. A sample of 252 pedagogy students from 18 higher education institutions participated in the study, completing a questionnaire that focused on instructional paradigms, teaching experiences, and pedagogical practices. The research employed latent class analysis to identify distinct profiles based on the teaching paradigms experienced by the participants. A logistic regression model further corroborated these profiles. The findings indicate a prevalent inclination towards constructivist beliefs and practices among future teachers, which are significantly shaped by their secondary education experiences, often devoid of a constructivist approach. This study emphasizes the critical role of prior educational experiences in shaping professional competencies in teaching mathematics.

Study skills needs to be more than mindmaps and flashcards

Our school career culminates in a set of exam results, but if students want to do well, attending lessons is not enough: the implicit expectation is that all students will reinforce learning independently outside of the classroom. Really effective learners employ effective independent study techniques, but when, how and where do they learn to do this? Currently there is no coherent consensus on how we should teach young people to become effective independent learners. Most schools, as far as it is possible to know given the scant research, do not teach study skills effectively – using one off sessions or PSHE sessions simply to teach strategies (Purdie & Hattie, 1999 & a very unscientific social media poll, 2024). Many students, as they move through the educational system, need to make significant behavioural changes to the way they learn independently To support students in this I have developed a curriculum that draws on a wide range of psychological domains to help students not only learn effective study techniques, but also to help them develop more helpful study habits. Whilst ever evolving and difficult to evaluate, the feedback from students and parents has convinced me that the course curriculum is impactful, enabling students to tackle independent study, revision and exams with confidence.

Evolution of public policy education in the global South: The case of India

ABSTRACT This paper addresses the dearth of comparative knowledge on policy education in the Global South by highlighting the remarkable growth of the field in India and comparing it with the international discourse. We discuss four key themes: the growth trajectory of policy schools, the contemporary landscape, the challenges of curriculum design, and career prospects for graduates. An empirical comparison of 56 policy schools was conducted alongside interviews with stakeholders. The results suggest that the evolution of policy education in India aligns with the internationalization model. However, in school objectives, curriculum, and careers, there is an emergent Indian model. These findings shed light on the policy education patterns of a large country in the Global South and highlight the challenges faced by countries where policy education is emerging.

The Basis, Value and Path of Integrating Embodied Cognition into High School Career Education

The Basis, Value and Path of Integrating Embodied Cognition into High School Career Education

Prospective healthcare students' perspectives and attitudes on pharmacy as a chosen career path

BackgroundWith the national increase in the number of colleges and schools of pharmacy as well as the decreased pharmacy school applicant pool in recent years, pharmacy school enrollment challenges are at the forefront of issues facing pharmacy programs today. Factors that can influence a candidate's likelihood to pursue pharmacy school are important to evaluate. Recent studies assessing factors that motivate potential pre-health candidates to pursue pharmacy school or other healthcare careers are limited. ObjectiveTo describe prospective candidates' perspectives and attitudes toward pharmacy as a career pathway and assess factors that motivate or deter them from pursuing pharmacy as a career and from considering a specific pharmacy school. MethodThe study was cross-sectional and used an online data collection form distributed via the Qualtrics platform from October 4, 2022 through October 12, 2022 using the social media platform Reddit. Reddit has hundreds of subcommunities known as subreddits, that allow for exchange of ideas and discussion regarding various topics. This social media platform is commonly used by pre-health students to discuss career options. The survey consisted of 28 items and two domains, demographics and prospective healthcare students' understanding of responsibilities of pharmacists and their overall perspective on pharmacy as a profession. The survey was targeted toward anyone with an intention of pursuing a health science degree or career. ResultFour hundred participants completed the survey. Participants were mainly Caucasian, male, and with a mean age of 25 years. This study assessed prospective candidates' perspectives and attitudes toward pharmacy as a career pathway, appealing and unappealing characteristics about pursuing a career in the field of pharmacy, and factors that motivate or deter candidates from pursuing pharmacy. While 68 % of the participants had heard that career choices are vast and vary in the field of pharmacy, most still had concerns about the pharmacy field being heavily saturated and lack of job opportunities after graduation. Almost 60 % of responders gained information about pharmacy programs through social media platforms. The North American Pharmacist Licensure Examination pass rate, postgraduate residencies/fellowships, program duration and program reputation were among the top factors in choosing a pharmacy program. ConclusionMany survey participants had heard that there are a variety of job opportunities in the field of pharmacy, but the majority had heard that the pharmacy field is heavily saturated and that there are lack of opportunities after graduation. Most responders gained information through social media platforms. For prospective pharmacy school candidates, NAPLEX pass rate, number of graduates matched with PGY1 residencies and fellowships, and duration and reputation of the program seems to be among the most important factors in choosing a pharmacy program. Factors that prospective candidates consider when selecting a pharmacy program and the means they use to research about programs can be important considerations for pharmacy programs recruitment. Awareness of the preferences and baseline knowledge of candidates about the field of pharmacy can aid in developing targeted recruitment strategies and informing decision-making in pharmacy programs and recruitment efforts.

Technical vocational students’ higher learning institution preference and level of academic and skills preparedness

Vocational education is increasingly recognized for its role in creating gainful employment opportunities and stimulating economic growth. As such, this paper studied the higher learning institution preferences of the technical vocational students and their academic and skills readiness. Specifically, this study focused on the senior high school students enrolled in the technical and vocational livelihood track at Buruanga Vocational School and their regards on the growing importance of vocational education in job creation and national support. Utilizing a descriptive-correlational research design, this research examined the relationship between academic performance, skills preparedness, and higher learning institution preference 50 purposively selected completers as grounded on Vocational Identify Theory to understand how students perceived different career alternatives. Each student responded to self-report survey questionnaire that revealed academic preparedness and interest in various institutions. The results demonstrated a significant relationship between their readiness and preference for the institution. Additionally, the graduates indicated that their performance and literal understanding were lacking compared to their academic track. Hence, the outcomes confirmed that schools need to check their program levels and outreach and plan to offer higher-level services like the high school career guidance programs. The results provide hallmark-witted assortment preparations for strengthening undergraduates for high-level activities, thus preparing vocational schooling to attain a degree.

The Effect of High School Students’ Academic/Grade Stress on Internet Over-dependence - Parallel Mediating Effects of School Bonding and Career Maturity -

The Effect of High School Students’ Academic/Grade Stress on Internet Over-dependence - Parallel Mediating Effects of School Bonding and Career Maturity -

Trajectories of school absences across compulsory schooling and their impact on children's academic achievement: An analysis based on linked longitudinal survey and school administrative data.

Prior research has identified that school absences harm children's academic achievement. However, this literature is focused on brief periods or single school years and does not consistently account for the dynamic nature of absences across multiple school years. This study examined dynamic trajectories of children's authorised and unauthorised absences throughout their compulsory school career in England. It investigated the consequences of these absence trajectories for children's achievement at the end of compulsory schooling. We analyse linked administrative data on children's absences and achievement from the National Pupil Database and survey data from the Millennium Cohort Study for a representative sample of children born in 2000/2001 in England (N = 7218). We used k-means clustering for longitudinal data to identify joint authorised-unauthorised absence trajectories throughout compulsory schooling and a regression-with-residuals approach to examine the link between absence trajectories and achievement. We identified five distinct absence trajectories: (1) 'Consistently Low Absences', (2) 'Consistently Moderate Authorised Absences', (3) 'Moderately Increasing Unauthorised Absences', (4) 'Strongly Increasing Unauthorised Absences', and (5) 'Strongly Increasing Authorised Absences'. We found substantial differences between trajectory groups in GCSE achievement, even when accounting for significant risk factors of school absences. Compared to 'Consistently Low Absences', 'Strongly Increasing Unauthorised Absences' reduced achievement by -1.23 to -1.48 standard deviations, while 'Strongly Increasing Authorised Absences' reduced achievement by -0.72 to -1.00 SD for our continuous outcomes. 'Moderately Increasing Unauthorised Absences' (-0.61 to -0.70 SD) and 'Consistently Moderate Authorised Absences' (-0.13 to -0.21 SD) also negatively affected achievement compared to 'Consistently Low Absences'. Our research underscores the critical importance of examining entire trajectories of absenteeism and differentiating between types of absences to fully grasp their associations with academic outcomes and design targeted interventions accordingly.

Disruption and adaptation: The school mobility experience of young people in residential care

Changing schools can negatively impact educational success. Young people in residential care appear particularly subject to such changes and thereby more likely to experience the associated challenges. This article aims to better understand the experience of changing schools among youth in group or residential care placements. We carried out a qualitative interpretive study based on biographical interviews of 35 young people aged 14 to 18. Results show that school mobility remains in Quebec, Canada, a common practice that disrupts the education of young people. Our analysis of their experiences also illustrates how these disruptions can negatively affect their educational experience. It identifies factors that could facilitate school career continuity and improve adaptation. These include involving young people in decision-making, promoting collaboration between schools and social services and between individual schools, improving understanding of the realities of these young people among teachers, particularly in the regular school system, and providing procedural and relationship support to maintain and develop friendships when changing schools.

The effect of using simulator “evolution of electrical systems’’ in electricity lessons on students' motivation and academic performance

The emergence of simulators and their integration into teaching practice in the world of education have offered us technological opportunities to enhance and promote learning. Science students' abilities to observe, measure, predict, control variables, formulate hypotheses, and interpret data can all be activated by including simulations into the curriculum. The aim of this work is to study the effects of integrating an "evolution of electrical systems" simulator in improving students' motivation, participation and school results in learning and teaching electricity lessons in Moroccan secondary schools. Two study groups of 34 and 35 students were chosen to examine the research hypothesis. They both meet the standards for this research (same teacher, same school level, coming from the same socio-economic environment, and almost similar results in their school careers). Before beginning the process of incorporating simulation sequences in teaching, a diagnostic test was administered to both groups to assess the prerequisites for the RC and RL dipoles, and the results were evaluated. Then we designated one of the two groups as the test group, which received instruction using simulation sequences, and the other group as the control group, which received traditional teaching. Both groups took an Achievement test to evaluate the impact of this integration on the learning of physics. After examining the test data (Charts Comparison and Student's t-test), we came to the conclusion that the use of simulation sequences in the classroom produced significantly more positive and satisfactory results than the traditional approach (Mt = 12,09 for the test group and Mc = 9,69 for the control group). We saw during the sessions that the experimental class students were more motivated and engaged in their learning than the control group. We collected this data by closely observing behavioral shifts, participation rates, and student involvement in the design of the course. These new techniques contribute at improving the experimental part of electricity in secondary schools.

The impact of juvenile onset rheumatic and musculoskeletal diseases on education, vocation and employment

The impact of juvenile onset rheumatic and musculoskeletal diseases on education, vocation and employment Professor Suzanne Verstappen discusses the impact and challenges associated with juvenile-onset rheumatic and musculoskeletal diseases when navigating education and employment. Juvenile onset rheumatic and musculoskeletal diseases (jRMDs), such as juvenile idiopathic arthritis (JIA), lupus and vasculitis, are chronic diseases with onset before the age of 16 years. These conditions can cause persistent joint pain, swelling of the joints and stiffness. Other symptoms include fatigue and functional disability. These symptoms may fluctuate, and sometimes, children and young adolescents with jRMDs have severe symptoms, whilst, on different days, they may feel better. Some children may experience the symptoms only for a couple of months or years, whilst others have symptoms for many years and continue to have symptoms during adulthood. Some types of jRMDs can cause serious complications, such as joint damage, growth problems and inflammation of the eyes. Although disease management has improved in the last decade with more effective drugs and multidisciplinary care, the symptoms, adverse events due to medication use and clinical visits may impact school attendance, career choices and future employment.

998 Reducing Medical Student Anxiety and Stress by Providing Guidance on Specialty Training and Self-Assessment Portfolios Early on Within Their Medical School Careers

998 Reducing Medical Student Anxiety and Stress by Providing Guidance on Specialty Training and Self-Assessment Portfolios Early on Within Their Medical School Careers

고등학생이 지각한 부모양육태도유형이 학교생활적응에 미치는 영향: 진로성숙도의 매개효과

This study explored whether career maturity has a mediating effect in the relationship between high school students' parenting attitude type and school life adaptation. To this end, data from 244 high school students located in N City were collected. Descriptive statistics, correlations, and mediating effects were analyzed using SPSS 25.0 and PROCESS Macro 3.5. The results of the study are as follows. First, positive parenting attitudes were positively correlated with school life adaptation and career maturity, and negative parenting attitudes were negatively correlated with school life adaptation and career maturity. Second, career maturity was found to have a partial mediating effect in the relationship between positive/negative parenting attitudes and adaptation to school life. Through this study, the necessity of intervention in variables related to career maturity was suggested for the intervention of high school students' adaptation to school life.

Can High Involvement of Roma Parents Combat the Impact of Poverty? Resilience and Parental Involvement in the Success of Roma Students at School from the Students’ Perspective

RESEARCH OBJECTIVE: A recurring question in Romani studies is why it is difficult to achieve breakthrough successes in inclusion programs. These programs focus mainly on school subjects, although the role of parents is crucial to solving the problem. This study, therefore, concerns parents and their roles in school success. THE RESEARCH PROBLEM AND METHODS: The purpose of this study is 1) to reveal how Roma and non‑Roma pupils perceive their parents’ involvement (PI) and 2) to come closer to explaining how PI affects students’ school success under the control of other variables. The analysis sheds light on the views of children of Roma and non‑Roma parents in Hungary. Cross‑tabulation analysis and linear regression analysis were applied. THE PROCESS OF ARGUMENTATION: The database called Discovery of Hidden Value of Mentoring (DHVM) was analysed, which includes data from 13–14‑year‑old students (N = 206; 31.1% Roma, 68.9% non‑Roma). RESEARCH RESULTS: For all school‑based and home‑based PI indicators apart from one (parent–teacher conferences), Roma and non‑Roma parents showed the same results. A student’s disadvantaged financial situation most strongly determined their level of school success, overriding the compensatory effect of PI. The variance explained by the regression model was 30.4%, and the model was significant (F(7) 5.18, p < 0.001). CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: Although financial disadvantage overrides the compensatory effect of PI on school careers and political entities need much action to improve people’s financial situation, schools and families cannot look only to the outside for solutions. The most significant finding of the research is that there is a hidden resource to improve the school success of Roma pupils, namely PI. Based on the results, the schools are recommended to conduct the partner cooperation with parents, because together they can increase the children’s future opportunities and resilience.