Upper-secondary School Students Research Articles

Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors

AbstractRetrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.

Adherence to sleep recommendations is associated with higher satisfaction with life among Norwegian adolescents

BackgroundSleep plays a crucial role in the health and well-being of adolescents; however, inadequate sleep is frequently reported in numerous countries. This current paper aimed to describe sleep duration, factors impacting sleep, consequences of insufficient sleep and satisfaction with life in Norwegian adolescents, stratified by sex and by adherence to the 8-hour sleep recommendation, and to examine potential associations between adherence to the 8-hours sleep recommendation and satisfaction with life.MethodsThis is a cross-sectional study using data from the Norwegian Ungdata Survey, collected in 2021. Adolescents from five Norwegian counties were included, comprising a total of 32,161 upper secondary school students. Study variables were collected through an electronic questionnaire administered during school hours and all data are anonymous. Descriptive data of sleep patterns are presented, and linear regressions were conducted adjusting for SES, perceived stress, physical activity level, over-the-counter analgesics use, grade level and screen time.Results73% of adolescents did not adhere to the 8-hours of sleep recommendation per night, with similar results for girls and boys. 64% reported tiredness at school (minimum 1–2 days weekly) and 62% reported that screen time negatively affected their ability to sleep. 23% reported that gaming affected their sleep, with a higher prevalence in boys than girls. Satisfaction with life score was 7.0 ± 1.9 points (out of 10) for the total sample, with higher scores for boys (7.3 ± 1.8 points) than girls (6.9 ± 1.9 points). Regressions revealed a positive association with satisfaction with life (B = 0.31, 95% [0.15 to 0.48]) in adolescents adhering to sleep recommendation of 8h compared to the ones not adhering to the sleep recommendation.ConclusionsMost Norwegian adolescents fail to adhere to the 8-hours of sleep recommendation and the majority feel tired at school or during activities. More than half of adolescents reported that screen time negatively affected their ability to sleep. Adhering to the sleep recommendation was associated with higher life satisfaction. Our findings highlight the importance of sufficient sleep in adolescents, while future research is needed to examine other sleep related measures on adolescents´ satisfaction with life.

A new teaching-learning sequence to promote secondary school students’ learning of quantum physics using Dirac notation

This paper describes the design of a new teaching-learning sequence on quantum physics aimed at upper secondary school students. In this teaching-learning sequence, GeoGebra simulations and interactive screen experiments are used to investigate the behaviour of a single photon at beam splitter and single photon interference in a Michelson interferometer. We propose a minimal formalism using Dirac notation, which avoids complex numbers and elaborate vector calculus, to make a quantitative description of the quantum optics experiments accessible to secondary school students. With this new educational pathway, we take into account findings from physics education research, which suggest that the introduction of a mathematical formalism tailored to students’ abilities might help them to overcome naive-realist views of quanta or space-time descriptions of quantum phenomena, while at the same time facilitating a transition to a functional understanding of quantum models.

Growing up in discomfort: Exploring energy poverty and thermal comfort among students in Portugal

Energy poverty is a growing multidimensional concern worldwide, with children and young people particularly vulnerable. This age group spends a significant amount of time in both their houses and school buildings. To date, there has been little research on the dual vulnerability to inadequate thermal comfort conditions in these two environments. In Portugal, the exposure to inadequate thermal comfort in school buildings varies due to disparities in renovation efforts. This work aims to assess upper secondary school students' perception of energy poverty at home and thermal comfort inside classrooms. A survey method was employed comparing a sample of students from one renovated and one non-renovated school located in the Lisbon district. Surveys were complemented with interviews and surveys completed by other school stakeholders. The results indicate that between 4.2 and 14 % of students live in permanent discomfort (i.e., uncomfortable both at school and home). Despite the discomfort levels observed in students from the renovated school, it is possible to say that the renovation alleviated levels of discomfort. Students with health conditions and disadvantaged backgrounds were more likely to report discomfort than those who did not. This study raises awareness of an underexplored vulnerable group and provides valuable insights into the issue of energy poverty among young people. It addresses the need to incorporate this age group in energy-related school policies and future renovation programs.

A cross-sectional study of variations in schoolwork stress in academic upper secondary school classes in Mid-Norway.

This paper investigates stress related to schoolwork among students in academic upper secondary schools. The research questions asked are: 1. To what degree does students' schoolwork stress vary between academic classes?; And 2. are perceptions of classroom goal orientation, academic achievement, sex and parental education related to schoolwork stress? A cross-sectional survey was done in the final year of upper secondary school in 71 school classes from 13 schools. A total of 1955 students in academic education programs were invited to participate in the survey, and 1511 completed the survey; the response rate was 77%. The outcome measure was a composite measure of schoolwork stress (alpha = 0.81). Multilevel modeling was used to estimate school class-level effects. The mean value of schoolwork stress was 4.0, on a scale of 1 (very little schoolwork stress) to 6 (very high schoolwork stress). About half of the students reported a score of 4 or higher. The analysis showed that individual characteristics explained most of the variation in schoolwork stress. Girls experienced a much higher level of schoolwork stress than boys (mean values of 4.3 and 3.6, respectively). There was also a significant class-level effect, estimated to 6% of the variance. Students' perceptions of classroom goal orientation was also associated with schoolwork stress. The main contribution was the discovery of significant variations in schoolwork stress between school classes. We also found that higher mastery climate was linked to lower schoolwork stress, whereas higher performance climate was linked to higher schoolwork stress.

The Role of Experiment in Physics Education: Attitudes of Upper Secondary School Students

The paper presents a segment of results obtained within a large study among Czech upper secondary students, whose general aim is to describe teachers’ and students’ views of physics experiments (and/or experimenting as such). The participants (N = 1,325) were asked closed questions concerning how they perceive experiments in physics lessons, how these lessons would look like without experiments and what is the respondents’ personal relation to physics experiments (not necessarily in the school context). Our results show that most often experiments are perceived as an enlivening element in physics lessons, a help with understanding the subject matter and an interesting complement to theory. On the other hand, only a minority of students perceive experiments as a tool physics uses to obtain new information about the world. Around half of the respondents admit that most of their physics lessons would not be affected in any way if experiments were removed. Concerning gender comparison, we found only rare differences at p < 0.05. Similarly, the answers were usually homogeneous across respondents’ year of study; the exceptions are discussed in the paper.

“I Just Don’t Fit There!” Anticipated Cultural Mismatch and Social Disparities in Students’ Intention to Enter Higher Education

Despite political and societal efforts to reduce social inequality in education, students from nonacademic households (no parent holds a university degree) are less likely to enter higher education than their peers from academic households. Drawing on Cultural Mismatch Theory, we tested whether social disparities in enrollment intentions are related to students’ anticipated mismatch between their self-construal and expected higher education culture. Experimental data ( N = 264) revealed a corresponding mismatch effect between students’ self-construal and expected culture on their anticipated fit in a higher education program. In addition, field data ( N = 574) from upper secondary school students revealed that students from nonacademic households more strongly anticipate a mismatch and, in turn, have a lower intention to enter higher education. Corroborating our theorizing, these social disparities are contingent on the expected culture in higher education. These findings highlight the role of students’ self-construal and anticipated fit for higher education enrollment.

Effect of demographic factors on reading habits: Study on Indonesian secondary school students

This study explored the relationship between demographic variables and reading habits among Indonesian secondary school students, focusing on gender, age, current school, school type (public or private) and level. 451 students from six schools participated in the study. We used an explanatory sequential design, a mixed-methods approach. Quantitative data were collected through an online survey based on the reading habits scale by the National Library of Indonesia and included demographic questions. Qualitative data were then collected through an in-depth follow-up survey. An independent sample t-test and one-way ANOVA analyzed the influence of gender, age, current school, school type and school level on reading habits. Thematic analysis analyzed the qualitative data from the survey. The quantitative data indicated that students possessed low reading habit levels. Among the demographic variables, school location, public or private and level influenced the reading habit score, while gender and age had no influence. The qualitative findings highlighted the need for reading motivation, parent reading attitude and school library improvement to enhance reading habits. This study highlights practices that could shape reading habits, especially in secondary and upper secondary school students.

The effects of multitasking on metacognitive monitoring in primary and secondary school students

Influenced by the epidemic and the rapid popularization of smart devices, media multitasking has become increasingly common in people’s lives and has attracted the attention of researchers, particularly among adolescents who are native to the digital era. However, previous studies have focused primarily on the relationship between multitasking and general cognitive functions, paying less attention to the connection between multitasking and metacognition, and there is a lack of research specifically addressing adolescents in this context. To address this gap, the current study conducted two experiments with upper primary and secondary school students to explore the relationship between multitasking and adolescents’ metacognition under intrinsic and extrinsic cue conditions using metacognitive monitoring as an indicator. The results revealed that multitasking significantly reduced adolescents’ metacognitive monitoring accuracy. However, the scores on the media multitasking questionnaire did not significantly correlate with metacognitive monitoring accuracy in the laboratory task. This finding suggested that multitasking, under both intrinsic and extrinsic cue conditions, impairs the accuracy of metacognitive monitoring for primary and secondary school students. However, daily media multitasking activities among these students were not significantly correlated with metacognitive monitoring accuracy.

Mental health status according to the dual-factor model in Swedish adolescents: A cross sectional study highlighting associations with stress, resilience, social status and gender.

In this cross-sectional study, we aimed to I) investigate the dual-factor model of mental health by forming and describing four participant groups and II) examine associations between mental health status and background factors, school-related factors, stress, and resilience among adolescents in a community population in Sweden. Data were collected through a survey completed by 2,208 students in lower and upper secondary school on the Swedish island of Gotland. After missing data were removed, a total of 1,833 participants were included in the study. The survey included the Mental Health Continuum Short Form (MHC-SF) for the assessment of mental well-being and the Strengths and Difficulties Questionnaire (SDQ) for the assessment of mental health problems. These two measures were combined into a dual-factor model, forming four mental health status subgroups: Vulnerable (47.5%), Complete mental health (36.2%), Troubled (13.9%), and Symptomatic but content (2.5%). Associations between these groups were explored regarding background factors, school-related factors, stress, and resilience through chi-squared tests and logistic regressions. Girls (OR: 1.88) and participants with high stress levels (OR: 2.23) had elevated odds for Vulnerable mental health status, whereas higher resilience (OR: 0.87) and subjective social status in school (OR: 0.76) were factors associated with reduced odds for this mental health status classification. Female gender (OR: 5.02) was also associated with Troubled mental health status. Similarly, a high level of stress (ORs: 4.08 and 11.36) was associated with Symptomatic but content and Troubled mental health status, and participants with higher levels of resilience had decreased odds for being classified into these groups (ORs: 0.88 and 0.81). The findings highlight the importance of interventions to increase resilience, reduce stress, and address stereotypic gender norms as well as social status hierarchies to support adolescents' mental health.

“Romeo and Juliet: A Love out of the Shell”: Using Storytelling to Address Students’ Misconceptions and Promote Modeling Competencies in Science

In this paper, we present the design of a Teaching—Learning Sequence (TLS) based on storytelling. The TLS has a twofold goal: to address students’ misconceptions about atomic models and to promote students’ development of modeling skills. The story is titled “Romeo and Juliet: a love out of the shell”, and the characters are electrons living inside an atom. The TLS was tested with upper secondary school students. A qualitative analysis of the data shows that the TLS was able to engage students and helped them reconstruct the atomic model, while the story improved students’ understanding of specific concepts related to the atomic model. The use of storytelling in the context of our research is discussed, together with the limitations of the story and possible future research developments.

How numbers influence students when solving linear equations

ABSTRACT Most students need to learn to solve equations as a part of their education, but far from all succeed. In this study we investigate the potential impact of variation in the choice of numbers as coefficients when students in upper secondary school solve linear equations. A test with linear equations was distributed to 111 16-year-old vocational students and phenomenographic interviews were performed with 23 of them. The findings show that exchanging coefficients (e.g., changing a and b in a = b ⋅ x ) from natural numbers to other numbers significantly changes how equations with the same structure are handled, despite access to a calculator. A framework of five conceptions is described explaining how numbers are experienced in the foreground or background of attention, partly depending on what meaning the equation is given. The results indicate that number types need to be considered, not only in teaching arithmetic, but also in algebra.

Epistemic Insights as Design Principles for a Teaching-Learning Module on Artificial Intelligence

AbstractIn a historical moment in which Artificial Intelligence and machine learning have become within everyone’s reach, science education needs to find new ways to foster “AI literacy.” Since the AI revolution is not only a matter of having introduced extremely performant tools but has been determining a radical change in how we conceive and produce knowledge, not only technical skills are needed but instruments to engage, cognitively, and culturally, with the epistemological challenges that this revolution poses. In this paper, we argue that epistemic insights can be introduced in AI teaching to highlight the differences between three paradigms: the imperative procedural, the declarative logic, and the machine learning based on neural networks (in particular, deep learning). To do this, we analyze a teaching-learning activity designed and implemented within a module on AI for upper secondary school students in which the game of tic-tac-toe is addressed from these three alternative perspectives. We show how the epistemic issues of opacity, uncertainty, and emergence, which the philosophical literature highlights as characterizing the novelty of deep learning with respect to other approaches, allow us to build the scaffolding for establishing a dialogue between the three different paradigms.

Poorer self-reported mental health and general health among first year upper secondary school students do not predict school dropout: a five-year prospective study.

Education is important for socioeconomic, work and health status; thus, dropping out of secondary school is of major concern. In Norway, 1 out of 5 is dropping out from upper secondary education. Academic performance is a known predictor for dropout, but the role of mental and general health status is studied less. By use of student data collected during the first school year we examined the accumulated risk of school dropout over 5 years. Students entering upper secondary school in a North-Norwegian region (Troms County) completed a comprehensive questionnaire during August 2010 (N = 1,676, 69% response rate). The contribution of mental and general health problems in predicting five-year dropout was of primary interest, adjusted for demographics and academic performance. One-third of the students had dropped out after 5 years. A logistic regression analysis showed no significant effect of mental and general health problems on dropout. Among the covariates, higher grades from lower secondary education reduced the chance of dropping out (OR = 0.31; p < 0.001). Subgroup analyses showed that students in the vocational track reported poorer mental and general health, compared to students in the general track, but this difference was not related to dropout. General track students were also less likely to drop out than vocational track students (OR for dropout 0.66; p < 0.05). In conclusion, lower grades from lower secondary education represented a warning flag for school dropout during upper secondary education whereas mental health issues were not.

Inquiring sustainability through dialogic Video Clubs in upper secondary schools

The recurrent reminders that climate changes are man-made and demand action, calls for the development of novel teaching approaches which besides transferring information, solutions, and values, also allow students to engage in critical reflections and through common inquiries strengthen their decision-making abilities and sustainable commitment. Answering the question: What characterizes Danish Mercantile upper secondary school students’ conversations about sustainability issues? this article analyses students’ (n = 128) ability to engage in dialogic sustainability inquiries supported by an interview guide in a Video Club setting as part of the school context, but without a teacher present during the recording. 32 Video Club conversations were coded with an operationalization of Neil Mercer’s and Robin Alexander’s conception of ‘dialogue’. The students view sustainability as related primarily to environment and climate, they share relevant ideas but lack abilities to establish common understandings of central concepts. Video Clubs can support students’ practice of dialogic skills and sustainable commitment in a setting free from teacher control and moralization.

Re-creating (hi)stories:

In response to the challenge to educate democratic citizens and prepare them for life in a global and digital world, a teaching design that focuses on stories that re-claim a place in the literary tradition for groups of people who have been marginalised or silenced in literary classics has been developed and implemented in the upper secondary EFL classroom. The aim of this article is to analyse essays where upper secondary school students compare Anne of Green Gables to Anne with an E in order to discuss how transmedia storytelling can function as social and cultural empowerment and encourage global and critical awareness. The method is design-based research, and the data consist of 89 comparative essays that have been thematically analysed, resulting in four themes: altered mood, altered characters, added characters, and the function and effect of transmedia storytelling. The results show that the students focus on new themes and characters, which are easier to relate to. By comparing the source text to the makeover, they notice that Anne with an E sheds light on aspects which are missing in Anne of Green Gables. As they compare, they question the historical accuracy of both the source text and the makeover, thus demonstrating critical awareness.

The moderating effect of multilingualism on the relationship between EFL learners’ grit, enjoyment, and literacy achievement

Aims and Objectives/Purpose/Research Questions: The study investigated the relationship between the L2 grit, domain-general grit, foreign language enjoyment (FLE), multilingualism, and self-reported literacy achievement of students learning English as a foreign language (EFL) in public upper-secondary schools in Norway. Specifically, the study sought to identify predictors of students’ EFL reading and writing achievement and examine the moderating effect of multilingualism on the relationship between L2 grit, FLE, and such achievement. Design/Methodology/Approach: A quantitative research design was employed, and data were collected through an online questionnaire. Convenience sampling was used to recruit 181 upper-secondary school students learning EFL in southeastern Norway (one participant’s responses were discarded because they were incomplete). Data and Analysis: Paired and independent sample t-tests and moderated multiple regression were used to analyse the collected data. Findings/Conclusions: The study found that the perseverance component of L2 grit and daily language use (one of two aspects of multilingualism used in the study) positively predicted both reading and writing achievement (the consistency of interest component of L2 grit only positively predicted writing achievement). In addition, daily language use was found to negatively moderate the relationship between the perseverance component of L2 grit and reading and writing achievement, with the moderating effect dissipating as additional languages were used daily. Originality: The study is among the first to explore the interplay between grit and multilingualism in the Nordic region and examine the relationship between multilingualism, grit, FLE, and achievement globally. Significance/Implications: The study’s findings underscore the need for researchers to develop and use more comprehensive multidimensional measures of multilingualism when investigating its effects on language learning in formal contexts, design scales for grit that target specific language skills, and broaden grit-related research to cover the learning of multiple language and non-language subjects concurrently.

Turning Students into Stock Market Investors: The Role of Civil Society and Public Schools in Swedish Financialization, c. 1985–2010

This article brings agency to discussions on financialization and financial education in Sweden by zooming in on two barely examined actors and arenas: civil society and public schools, respectively. The civil society organization Aktiespararna (Swedish Shareholders’ Association, founded in 1966) attempted to access and impact school education starting with its launch of youth efforts in the 1980s. Aktiespararna was joined in these efforts by Unga Aktiesparare (Swedish Young Shareholders’ Association), founded in 1990. This study describes the organizational strategies—tools, techniques, and discursive approaches—to reach Swedish upper-secondary school students. The result shows a crucial transition on how young Swedes were expected to relate to investing in stocks: from a special interest to pursue as either side activity or profession, to an inevitable part of everyday consumer life. The Swedish example is especially illuminating because it is general in its overall development from welfare state to market orientation. Yet, it emerges as distinctive in its pace and character. Apart from the apparent brisk, straightforward march from social-democratic hegemony, and one of the most regulated national economies in the mid-1900s, to a highly marketized and financialized society in the 2000s, Sweden holds a sociocultural history of strong popular movements and civil society associations. The article demonstrates important links between this aspect of collective engagement for individual progress and the financialization process.

Students' historicisation of the environmental crisis: A narrative of industrialisation, ignorance and greed

As the field of history education begins to acknowledge the need to respond to the challenges of the Anthropocene, questions arise concerning students' ability to use history to make sense of pressing environmental issues. To address this, 67 Swedish upper secondary school students were asked to historicise issues like global warming and share their ideas concerning the present and the future. Within the framework of Jörn Rüsen's narrative theory, this article analyses how and to what extent these students experienced and interpreted the past and used history to orient themselves in relation to such issues. It also develops on the outcome of this process. While most students historicised the situation, many students made limited use of history. Their typical narrative can be described as a linear story of historical industrialisation driven by the hunger for progression and wealth and facilitated by ignorance. It was told with little detail or reference to evidence and in a way that generally seemed unsupported by historical thinking. Moreover, their typical narrative mostly aligned with the standard science-based Anthropocene narrative, lacking cultural and political perspectives. Although their orientations varied, students focused on technical solutions and lifestyle adjustments rather than civic engagement and politics. Students were worried about the future. However, the narrative of technological and scientific progression and the belief that people in the past lacked awareness and technological alternatives gave students hope. On the other hand, viewing them as informed or inherently selfish contributed to pessimism. Supported by theoretical work, the findings indicate ways school history may support students' ability to deal with Anthropocene issues, helping them to experience and interpret the past and the present in a more nuanced and elaborate way. They also highlight the need for content that aids students' ability to anticipate Anthropocene scenarios and reflect on strategies for engagement.

Electronic Collections of Solved Problems in Physics and Physics Experiments

The Collection of Solved Problems in Physics and the Collection of Physics Experiments have been developed at the Department of Physics Education, Faculty of Mathematics and Physics, Charles University for more than fifteen years. Although they are prepared as support materials for the students of our department, the audience is much larger. The Collection of Physics Problems is used not only by university students of other study programs and universities, but also by lower and upper secondary school students and their teachers. There are more than 950 (in Czech), and 320 (in English) fully solved problems covering all major areas of physics with a specially designed solution structure that promotes active thinking and the development of problem-solving skills. Selected problems are accompanied by interactive components. They are mainly prepared in GeoGebra or Wolfram Mathematica. Their aims are various, e.g., they help to create a correct geometrical view of the problem; they show the temporal development of the process; they simulate a mental process involved in solving the problem; they graphically show the solution for values other than those given; they allow to simulate various alternatives. These elements are designed for free play and exploration by the reader, and they are accompanied by tasks that lead the reader to a deeper understanding of the problem. The Collection of Physics Experiments is widely used by in-service teachers at both levels of secondary education. The collection includes approximately 170 experiments in Czech and 80 experiments in English. The focus is on selecting practical classroom experiments that captivate students. Most experiments come with video sequences presenting sample experiment settings and/or procedures.