Grammar School Students Research Articles

Employing mental mapping to study youth cross-border spatial practices: an example from the Czech-Polish Borderland

ABSTRACT The article focuses on analyzing spatial practices of upper-secondary grammar school students in the specific environment of the divided town Český Těšín/Cieszyn and the divided cultural-historical region of Těšín/Cieszyn Silesia in the Czech-Polish borderland. Previous research on adults showed the city and the region as examples of successful cross-border integration in Central Eastern Europe. The text employs mental mapping in Gould’s sense, bringing deeper analysis of spatial practices and border perception of young people. Students from three typologically similar schools were questioned for the most comprehensive view. Substantial level of cross-border integration was found only among the students from the bilingual school in Český Těšín, with Polish as a first language, focused on youth from the Polish minority living in Czechia. Students from schools for majority populations both in Český Těšín and Cieszyn manifested only scarce pragmatic cross-border activities. Apart from mental distance, the vast majority of respondents see their future outside their home region despite its distinct regional identity. Furthermore, mental mapping proved to be a suitable method to study cross-border practices, enhancing accessibility and inclusivity and offering valuable visual aids for analyzing and interpreting data on cross-border interactions.

Language anxiety mediates the link between Agreeableness and self-perceived foreign language skills

The influence of personality, though overt in the mother tongue, may not be easily detected in foreign language (FL) learning, due to the change of language obscuring the clarity of universally observable influences. Hence, the research on the relationship of the personality trait of Agreeableness with FL attainment has not rendered reliable results. Consequently, the main aim of this research was to expose the role of Agreeableness in shaping self-perceived FL skills, considering the explanatory role of language anxiety. The participants were 590 secondary grammar school students (383 females and 207 males). The results of the mediation analysis revealed that the significant positive relationship between Agreeableness and self-perceived levels of FL skills is cancelled by the mediation of language anxiety. It follows that high levels of this negative emotion may destroy the agreeable learner’s estimation of their FL abilities by drawing their attention away from the importance of positive social contacts with peers and teachers, fuelled by the social character of the FL learning process. Thus, the influence of the characteristics embedded in Agreeableness, such as getting along with others in a group, lose their importance when language anxiety, ubiquitous in the FL process, comes into play.

Evaluation of the Level of Selected Inquiry Skills Among Grammar School Students

AbstractTeachers should lead students to inquiry and discover the world around them. For this reason, it is essential that students possess inquiry skills that will enable them to investigate inquiry processes and carry out inquiry activities. Although the development of inquiry skills is essential part of Slovak state curriculum, the administered test showed a relatively low level of inquiry skills among Slovak grammar school students (16–19 years old), especially in the skills of identifying variables, formulating hypotheses, determining the accuracy of experimentally obtained data, and understanding the elements of inquiry. The results indicate that the students’ future professional orientation has a relatively significant influence on their level of inquiry skills which are not systematically developed in individual years of study. It is necessary to implement inquiry activities in the education process that will enable students to develop their skills throughout their entire grammar school studies, regardless of their future professional orientation.

Exam anxiety in connection with life orientation in upper secondary education students

Background: Exam anxiety is beginning to affect an increasing number of students. Aim: We sought to examine whether there is an association between exam anxiety and life orientation in secondary school learners. Methods: We used the Suinn’s Test Anxiety Behavior Scale questionnaire to assess exam anxiety and the Life Orientation Test—Revised questionnaire to determine students’ life orientation. Findings: Results revealed that the participants experienced a level of exam stress that could motivate them and prepare them for the evaluation situation. Female and secondary grammar school students had more exam anxiety than males and business school students. There was a moderate relationship between exam anxiety and life orientation, which was slightly pessimistic. Conclusion: A pessimistic or optimistic life orientation is one of the factors that may influence exam anxiety levels of secondary school learners.

Effect of the COVID-19 Pandemic and Isolation Measures on the Mental Health Well-being of Sixth Form Grammar School Students in Cumbria

Background: COVID-19 affected many countries globally, including the UK, to which the UK responded by placing lockdown measures throughout the country. This meant that many people were restricted in their everyday lives, including students. This study is used to understand the impact of these measures on sixth form students. Methods: The Warwick-Edinburgh Mental Wellbeing Scale was sent to students in a sixth-form grammar school in September 2021 to assess students’ mental well-being. A semi-structured proforma was then also sent in May 2022 to compare students’ experiences and mental health before and after the lockdown measures. Results: On the well-being scale, 47.1% of sixth-form students scored below 44 (average to low mental well-being), while 31% of the 1st year sixth-form students and 27% of the 2nd year sixth-form students scored 40 and below (lower than average mental well-being). In the semi-structured proforma, 73.90% of students (n=69) experienced quarantine since the pandemic started. 69.10% of them felt that the quarantines negatively impacted their mental health. In response to the question ‘In your own words, what was the most difficult thing that you experienced during the COVID pandemic?’ (n=55), 5 general themes were identified: Isolation, not socialising, loneliness, loss of teenage life/youth, and online learning. Conclusions: The study showed that the mental well-being of sixth-form grammar school students in Cumbria was mostly negatively affected by the lockdown measures. The authors concluded that more accessible and approachable support should be provided to students in case of a similar event. More research is needed to understand the long-term impacts of such measures on students’ school and social lives.

THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND SUCCESS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

The aim of this paper is to present the research on the relationship between multiple intelligences (MI) proposed by Gardner (1993) and success in learning English as a foreign language (EFL) among 100 grammar school students in Serbia. McKenzie’s (1999) Multiple Intelligences Survey was used in identifying grammar school students’ intelligence profiles, showing that the most prominent types of intelligence are intrapersonal, logical and kinesthetic intelligence. The results of independent samples t-test analysis indicate that gender does not affect MI or language proficiency. The results of Pearson correlation suggest that general language proficiency is positively correlated with visual and existential intelligences, while different types of productive and receptive language skills (together with grammar and vocabulary knowledge) are positively correlated with musical, existential, visual, logical and verbal intelligences. Pearson correlation results also indicate that it is not possible to develop certain types of intelligence by using teaching techniques that engage them. The research has significant educational implications, suggesting that teachers should identify their students’ intelligence profiles and adapt their teaching techniques to them, instead of trying to force the development of verbal and logical intelligences, which are, apparently wrongly, regarded as prerequisites for success in learning.Keywords: multiple intelligences, language proficiency, student-centered teaching

A qualitative exploration of the impact of educational social fields on mental health help-seeking in post-primary schools in Northern Ireland.

In a study of post-primary students in Northern Ireland, Bourdieu's concepts of cultural capital, habitus and fields are used to explore attitudes towards help-seeking from general practitioners (GPs). Findings from Grammar and Secondary Modern School students are compared using the role of educational fields in influencing help-seeking behaviours for mental health problems. Focus groups were conducted of 54 students at 10 post-primary schools in Northern Ireland, each consisting of 5-7 pupils, stratified by age (13-17years) and gender. The data were analysed thematically to assess attitudinal and belief patterns within school environments. Participants from both types of schools expressed reluctance to seek help from GPs for mental health concerns. However, the attitudes towards help seeking differ between grammar schools (GSs) and secondary modern schools with regards to (a) the act of help-seeking; (b) service knowledge and medical professionalism; and (c) trust and disclosure. The field of GSs appears to produce students who feel more able and, importantly, more entitled to mental health support from health professionals. While this apparent conference of cultural norms increases some individuals' access to services, work is required to build help-seeking pathways which are responsive to diverse young people.

PREVALENCE OF PSYCHOACTIVE SUBSTANCE USE AMONG SECONDARY SCHOOL STUDENTS IN ŽUPANJA

Introduction: The use of psychoactive substances is a serious and difficult problem in many countries of the world, and is taking on epidemic proportions, especially in the youth population. Disorders caused by the psychoactive substance useinclude a wide range of disorders. Experts are finding it increasingly difficult to monitor the possible consequences that drugs can cause in the human body.Aim: To examine the prevalence of the psychoactive substance useamong high school students in Županja. Respondents and methods: A cross-sectional survey was conducted during May 2023. The first group of respondents consisted of 115 students of the third and fourth grades of the Županja Grammar School, while the second group consisted of 100 students of the third and fourth grades of the Županja Vocational School. The research instrument was a standardised internationally agreed questionnaire "European Research in Schools on Smoking, Drinking and Drug Use among Pupils" (2011). European School Survey Project on Alcohol and Other Drugs (ESPAD). Results: A statistically significant number of respondents has never used cigarettes, alcoholic beverages, adhesives and other solvents. Respondents fromthe Vocational School used cigarettes on a larger scale daily, while Grammar school students started smoking at an older age. In the last 12 months, when compared to the Vocational School students, a higher percentage of Grammar School students have used adhesives and other solvents. Grammar School students experimented with"drugs" in a higher proportion due to curiosity. Conclusion: The prevalence of the psychoactive substance use among high school youth in Županja is at a satisfactory low level.Keywords:psychoactive substances, students, secondary school

Special relativity at Czech schools: a half-century comparison

In this contribution, we present the results of one bachelor and one master theses both devoted to the teaching of special relativity at an upper-secondary or intro-university level in the Czech Republic. We compare the test results of the grammar-school students in the school years 1976/1977 and 2021/2022, which are close to average and very similar in both cases, so the level of understanding has not changed in the meantime. We also present a set of interactive spacetime diagrams used in the preparation of future physics teachers within our relativity course.

The Significance of preventive Activities in the Field of human traffick

Introduction: Slovakia is considered a country of origin for victims of human trafficking. The target destination for citizens of the Slovak Republic is mainly Western European countries. In the period from 2011 to 2014, 57% of IOM clients in Slovakia were assisted by victims of human trafficking in Great Britain. According to estimates, there are 30 to 40 million victims of human trafficking worldwide. Research aim and objectives: The aim of our research was to highlight the importance of preventive activities for young people in the field of human trafficking. The sub-goals were to determine the level of knowledge of secondary school and grammar school students in the Michalovce district from the points of view of completing preventive activities in the field of human trafficking, gender and type of school. Methods: To test the hypotheses, we used Pearson’s chisquare test of independence at a significance level of 0.05. Results: We discovered that differences in the level of knowledge exist among students who completed preventive activities and between men and women. No differences were found in the level of knowledge of human trafficking by school type. Conclusion: Our research shows the clear importance of carrying out preventive activities, which have their justification both in the area of prevention as well as in providing useful information and pitfalls that young people may face when traveling abroad for work.

Physical activity and mental health in school-aged children: a prospective two-wave study during the easing of the COVID-19 restrictions

BackgroundBecause physical activity (PA) has many benefits for children’s and adolescents’ mental health, it has been suggested that PA may be an effective strategy to physically and mentally recover from the COVID-19 pandemic. This study tested the reciprocal relationship between PA and mental health during the easing of COVID-19 restrictions. It was hypothesized that mental health during the pandemic would determine how much children and adolescents re-engage in PA after easing the restrictions. Furthermore, it was hypothesized that PA engagement would predict mental health improvement after the pandemic.MethodsThis was a prospective study with two measurement occasions. Pretest data collection was undertaken in February 2022, shortly before German authorities eased and lifted the COVID-19 restrictions. The follow-up (posttest) occurred six weeks later (April 2022). Both times, a sample of elementary and grammar school students aged 6 to 18 years (N = 170) reported their mental health problems and health-related quality of life. Mental health problems were assessed with the Strengths and Difficulties Questionnaire and health-related quality of life was assessed with the KIDSCREEN-52 questionnaire. PA was measured continuously during the study period using smart electronic devices with a built-in pedometer.ResultsPA gradually increased after the easing of COVID-19 restrictions (p < .001). This increase was unrelated to pretest mental health problems and health-related quality of life except for emotional symptoms (p = .041). Participants with higher emotional symptoms showed a sharper increase in PA towards the end of the study period. Furthermore, hyperactivity decreased (p = .004) and physical well-being (p = .004), perceived autonomy (p < .001), and perceived quality of school environment (p = .008) improved from before to after the easing of restrictions, yet participants’ PA predicted none of these changes.ConclusionsThe adverse effects of COVID-19 containment on PA seem to alleviate after children and adolescents are allowed to return to schools. This is likely to be due to the school setting, which provides many different opportunities for formal and informal PA rather than students’ mental health. School-related PA programs should be part of children’s and adolescents’ recovery from the pandemic .

Interpretace archeologických obsahů na příkladu edukačního projektu Epidemie– Pandemie–Archeologie v Západočeském muzeu v Plzni

Archaeology is perceived as an interdisciplinary field, and collaboration with other scientific disciplines is natural. The cooperation between archaeology and pedagogy and didactics is becoming increasingly important, especially in the context of revising educational programs and emphasizing inquiry-based learning and object-based education. The new direction of education focuses on informal learning and collaboration with memory institutions such as museums, which serve as alternative educational venues. The programs of the Museum of Western Bohemia in Pilsen can also be considered an important part of education and the dissemination of information about archaeology and history to the public. The educational program “Epidemics-Pandemics-Archaeology” at the Museum of Western Bohemia in Pilsen developed, between 2021–2022, is an interdisciplinary project that connects archaeology, paleopathology, and pedagogy. The project responds to the current topic of pandemics and is linked to archaeological research conducted in Pilsen, particularly in the museum’s branch buildings. The goal of the program is to present epidemics in a broader historical framework from prehistory to the present, using archaeological finds as examples, and to present their historical and cultural context in an understandable manner while enabling active participation and interaction for the participants. In the dissemination of information from archaeology to the public, museum pedagogy plays a crucial role, working in an authentic environment, providing the presence of original artifacts, and offering didactic tools for effective education. The target audience of the program includes primary and secondary school students and students in multi-year grammar schools.

The effects of online learning about the Brønsted-Lowry theory of acids and bases in the first grade of grammar school during the COVID-19 pandemic

The aim of this paper was to examine the effects of the application of online material on the Br?nsted-Lowry theory of acids and bases on the active construction of knowledge in first-grade grammar school students during the COVID-19 pandemic. The online material was designed to enable students: a) to learn the teaching material in smaller parts; b) to assess the acquired knowledge after each part of the teaching material; c) to progress through the lesson at their own pace; d) to visualise and interrelate the macroscopic, submicroscopic and symbolic representations of the contents about acids and bases by using a video recording and illustrations; e) to re-examine the accuracy of the given answers. The research sample consisted of 122 first-grade grammar school students, who learnt about the Br?nsted?Lowry theory for the first time. The instruments used in this research study were two tests (a pre-test and a post-test), the validity of which was examined by two university professors and two grammar school chemistry teachers. The applied approach enabled the active construction of knowledge in the majority of students, while it provided the teachers with an insight into the progress and outcomes of the process.

IDENTITY STATUS AND ANXIETY IN ARTISTICALLY GIFTED ADOLESCENTS AND GRAMMAR SCHOOL STUDENTS

During adolescence, a young person often faces various developmental crises, increased anxiety, as well as a fluctuating experience of their own identity. Adolescents, as a very heterogeneous group, are nevertheless connected by similar crises they go through, and often by the insecurity of their own identity. The aim of this paper is to examine the relationship between anxiety and identity status in two groups of high school students – artistically gifted students and grammar school students, as well as to examine the differences between these groups in terms of analyzed characteristics. The sample was convenient and consisted of 173 respondents (nmale = 45, nfemale = 128), aged 16 to 18 years (M = 16.70, SD = 1.06). A total of 49.7 percent of the respondents attend secondary art schools, while the remaining respondents (50.3%) are grammar school students. The Modified Marcia Identity Questionnaire and the Anxiety Inventory Form – Y were used in this research. The results show that art school students achieve significantly higher scores than grammar school students on the anxiety dimension (t(171) = 4.92; p &lt; 0.05) and lower values on the identity foreclosure dimension (t(171) = -3.01; p &lt; . 05). Anxiety and identity statuses diffusion and moratorium correlate in both groups of respondents. In grammar school students, identity foreclosure correlates with identity diffusion. It can be concluded that grammar school students who achieve higher scores on identity status, identity foreclosure, avoid the unpleasant state of anxiety and thus search less for answers related to their identity and values. However, although they thereby reduce the experience of anxiety, their identity still remains somewhat vague and diffused.

EXTRACURRICULAR ACTIVITIES IN THE FUNCTION OF IMPROVING PRACTICAL SKILLS OF FUTURE STUDENTS IN THE FIELD OF ЕLECTRICAL ENGINEERING AND COMPUTING

This paper is based on the authors’ many years of experience in teaching, organizing special courses and one-day workshops for different groups of students, as well as IEEESTEC students’ project conferences. The manuscript contains a brief description and results of the implementation and evaluation of the special course “Let’s put knowledge into practical work” for grammar school students. In order to continue their study and provide students with additional knowledge, the Arduino course was designed. Since 2018, by attending the course as an extracurricular activity, students gain new knowledge in the field of electronic components and microcontroller programming. Based on the conducted analyzes and evaluations, as well as current pedagogical trends, the authors give recommendations on how to overcome problems that may arise due to a lack of practical knowledge and increase students’ self-confidence and indicate the importance of a course designed in this way for those freshmen who want to acquire some new skills and knowledge.

Systemic Tasks in the Teaching of Organic Chemistry

This paper builds on a previous one entitled “Systemic Tasks in the Teaching of Inorganic Chemistry” published in Chemické listy 9/2022, which explained the SATL method (Systemic Approach in Teaching and Learning), described the individual types of systemic tasks in inorganic chemistry, and provided examples. This paper aims to share examples of systemic tasks designed for teaching organic chemistry, which focus on developing higher-order cognitive processes. 89 teachers applied these systemic tasks in teaching 2136 second year grammar school students in the course of two school years (2019–2021). Upon verification, it was confirmed that systemic tasks enhanced students’ understanding of orga­nic chemistry and contributed to the development of cognitive and scientific skills such as critical thinking, problem-solving, cooperation, argumentation, and result interpretation. The teachers involved in this research also provided their opinions on the pros and cons of this teaching tool in terms of motivation, deeper understanding, identifying misconceptions, and time requirements.

The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations

ABSTRACT Bilingual education could solve many challenges introduced by an increasingly internationalised education system. Content and Language Integrated Learning (CLIL), in particular, may equip students with the necessary cultural and communicative skills to succeed in today’s academic environment. However, it is not yet clear how CLIL can be employed effectively in short-term educational contexts where full-term bilingual programmes are not feasible. We designed and assessed a one-day CLIL module for ninth graders at our university’s gene-technology lab. The assessment of our module with 252 grammar school students indicates that a CLIL module does not achieve the same learning success as an equivalent non-CLIL module. Even with additional language scaffolding material, full access to online dictionaries, and the availability of crucial workbook passages in their native language, CLIL students could not achieve the same short-term content learning success. We consequently argue that more attention should be paid to the inherent trade-off between language and content learning when carrying out short-term CLIL programmes. Moreover, we caution against using only content and language scaffolding to mediate this trade-off.

A replication study to assess CLIL effects on second language learning in Germany: more than selection and preparation effects?

ABSTRACT The effects of Content and Language Integrated Learning (CLIL) on students’ foreign language skill development have been overestimated by previous studies, as most studies needed to have considered selection and preparation effects appropriately. We used complete survey data from a 1996–2003 cohort to investigate English skill development of N = 332 German CLIL and N = 6,401 non-CLIL grammar school students from grade seven (M = 12.64, SD = 0.60) to grade eleven (M = 16.72, SD = 0.70). We found selection effects for prior achievement, sociodemographic variables, and cognitive abilities. After propensity score matching, data revealed significant preparation effects of additional English lessons for the CLIL students. When controlling selection and preparation effects, CLIL compensated for the assumed fading out-effect but did not contribute significant added value measured by a C-test. We commend to include selection and preparation effects when analyzing CLIL effects.

Relationship between behavioural inhibition and activation systems with perfectionism among sports-oriented grammar school students

Polazeći od teorije osjetljivosti na potkrepljenje (Gray, 1982), cilj istraživanja je bio provjeriti hipotezu o diferencijalnoj povezanosti bihevioralno-inhibicijskog i bihevioralnoaktivacijskog sustava s različitim oblicima perfekcionizma u kategoriziranih sportaša, polaznika gimnazijskog srednjoškolskog usmjerenja. U istraživanju je sudjelovalo 130 učenika i 88 učenica Športske gimnazije Zagreb (Mdob = 16.62, SD = 1.16). Sudionici su ispunili ljestvicu pozitivnog i negativnog perfekcionizma (Terry-Short i dr., 1995) i BIS/BAS upitnik (Carver i White, 1994) koji mjeri stupanj osjetljivosti bihevioralno-inhibicijskog sustava (BIS podljestvica) te stupanj osjetljivosti bihevioralno-aktivacijskog sustava (podljestvice: BAS – nagon, BAS – traženje zabave i BAS – osjetljivost na nagradu). Prema dobivenim rezultatima, specifična obilježja adaptivnog perfekcionizma povezana su s osjetljivošću bihevioralno-aktivacijskog sustava, dok su specifična obilježja neadaptivnog perfekcionizma povezana s osjetljivošću bihevioralnoinhibicijskog sustava. Dobiveni rezultati u skladu su s polaznom hipotezom utemeljenom na osnovnim pretpostavkama dvoprocesnog modela perfekcionizma (Slade i Owens, 1998) i teorije osjetljivosti na potkrepljenje (Gray, 1982; Pickering i Gray, 1999). Rezultati istraživanja sagledani su u kontekstu suvremenih operacionalizacija perfekcionizma i metodoloških nedostataka ranijih empirijskih radova.

Maturation-dependent vulnerability of emotion regulation as a response to COVID-19 related stress in adolescents

BackgroundThe COVID-19 pandemic created unpredictable circumstances resulting in increased psychological strain. Here we investigate pandemic-related alterations in emotion regulation in adolescents assessed before and during the pandemic. We also take biological age into account in the response to the pandemic. MethodsMann-Whitney U tests were conducted to compare baseline data on the Difficulties in Emotion Regulation Scale (DERS) total scores of a pre-pandemic adolescent cohort (n = 241) with those obtained during the second wave of the pandemic (n = 266). We estimated biological age based on an ultrasonic boneage assessment procedure in a subgroup of males, including grammar school and vocational school students in the 9th and 10th grades, and analyzed their data independently. FindingsThere is a gender difference in the timing of vulnerability for pandemic-related stress in grammar school students: females are affected a year earlier than males. Vocational school male students mature faster than grammar school male students, and the timing of emotional vulnerability also precedes that of the grammar school students'. DiscussionWe interpret our findings within a developmental model suggesting that there might be a window of highest vulnerability in adolescent emotion regulation. The timing of the window is determined by both chronological and biological age, and it is different for females and males. Application to practiceDefining the exact temporal windows of vulnerability for different adolescent cohorts allows for the timely integration of preventive actions into adolescent care to protect mental health during future chronic stressful situations.