The standardization of Achenbach's Youth Self-Report in Greece in a national sample of high school students

2001 ◽  
Vol 10 (1) ◽  
pp. 47-53 ◽  
Author(s):  
A. Roussos ◽  
K. Francis ◽  
V. Zoubou ◽  
S. Kiprianos ◽  
A. Prokopiou ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
National Sample ◽  
Self Report ◽  
Youth Self Report ◽  
School Students

Eighteen Month Test-Retest Stability of the Youth Self Report in a Sample of Catalonian Adolescents

2006 ◽  
Vol 99 (2) ◽  
pp. 635-640 ◽  
Author(s):  
Teresa Kirchner ◽  
Maria Forns ◽  
Juan Antonio Amador
Keyword(s):  
High School ◽  
High School Students ◽  
Narrow Band ◽  
Broad Band ◽  
Delinquent Behavior ◽  
Attention Problems ◽  
Self Report ◽  
Youth Self Report ◽  
School Students ◽  
Intraclass Correlations

The aim of this study is to assess the test-retest stability of the Spanish version of Youth Self Report after 18 mo. for a sample of 357 Catalonian high school students (158 boys and 199 girls). At Time 2 the girls' scores increased on Delinquent and Aggressive Behavior scales and, therefore on Externalizing scores. At Time 2 the boys' scores increased on Attention Problems and Delinquent Behavior and decreased on Anxious/Depressed, Social Problems, and Internalizing scales. Significant differences in the remaining scales were not observed. The test-retest intraclass correlations for the broad-band scales ranged between .62 (Internalizing) and .68 (Externalizing) and for the narrow-band scales between .37 and .67. The correlations for girls and boys were similar but slightly higher for girls on Anxious/Depressed and Thought Problems.

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

Self-reports of emotional distress in a sample of urban black high school students

1982 ◽  
Vol 12 (4) ◽  
pp. 809-817 ◽  
Author(s):  
Ellen W. Freeman ◽  
Karl Rickels ◽  
Emily B. H. Mudd ◽  
George R. Huggins ◽  
Celso-Ramon Garcia
Keyword(s):  
High School ◽  
High School Students ◽  
Emotional Distress ◽  
Clinical Sample ◽  
Great Majority ◽  
Self Report ◽  
School Students ◽  
Hopkins Symptom Checklist ◽  
Adolescent Groups ◽  
High Distress

SynopsisEmotional distress as assessed by the self-report Hopkins Symptom Checklist (HSCL) was examined in a sample of 607 urban black high school students aged 15–18. These adolescents reported high distress primarily about feelings of disadvantage, volatile anger, interpersonal sensitivity and loneliness. Females were significantly more likely than males to indicate emotional distress, although several of the leading distress items were endorsed equally by both groups. Male and female scores across the HSCL factors differed in degree rather than form. The great majority of these adolescents didnotreport significant emotional distress. These data provide a base from a non-clinical sample for comparison with other adolescent groups where emotional distress may play a role.

Making Career Decisions: A Self-Report of Factors That Help High School Students

1984 ◽  
Vol 32 (4) ◽  
pp. 240-248 ◽  
Author(s):  
RICHARD J. NOETH ◽  
HAROLD B. ENGEN ◽  
PATRICIA E. NOETH
Keyword(s):  
High School ◽  
High School Students ◽  
Career Decisions ◽  
Self Report ◽  
School Students

Financial Literacy

2017 ◽  
pp. 80-106
Author(s):  
Adriana Berenice Valencia Álvarez ◽  
Jaime Ricardo Valenzuela González
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Financial Literacy ◽  
Conceptual Knowledge ◽  
Self Report ◽  
Financial Knowledge ◽  
Financial Behavior ◽  
School Students ◽  
Public And Private

Financial literacy is a combination of financial knowledge, attitudes and behaviors, key for making informed decisions and for solving financial problems. This descriptive study explored the applied, conceptual and procedural financial knowledge of 243 Mexican students via three financial knowledge tests. In addition, these students were surveyed about their financial behavior, their attitudes towards money, and their experience with money using a self-report questionnaire. The study aims to identify financial-education needs and gaps between school levels and systems. Therefore, the analysis focuses on the differences and similarities between two subgroups: (1) students in public and in private education, and between (2) middle school (ages 12 to 15) and high school students (ages 15 to 18). Middle school and high school students differed significantly only in their conceptual knowledge and in their financial experience, while public and private students showed statistical significant differences on their financial knowledge, behavior, attitudes and experience.

Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School

2020 ◽  
pp. 074193252094120
Author(s):  
Anjali J. Forber-Pratt ◽  
Gabriel J. Merrin ◽  
Dorothy L. Espelage
Keyword(s):  
High School ◽  
High School Students ◽  
Sexual Orientation ◽  
Suicidal Ideation ◽  
Peer Victimization ◽  
School Connectedness ◽  
Self Report ◽  
School Students ◽  
Race And Gender ◽  
And Gender

This study explored the intersections of disability, race, sexual orientation, and gender on peer victimization, suicidal ideation, and school connectedness. Participants were 11,353 high school students aged 14 to 18 years ( MD =15.88, SD = 1.20). Of these individuals, 1,640 students self-identified as either having an Individualized Education Program (IEP) or as having a disability. Students completed online self-report measures. Results indicated that having a disability or identifying as lesbian, gay, bisexual, or questioning (LGBQ) was associated with higher odds of suicidal ideation, higher levels of peer victimization, and lower levels of school connectedness across several racial categories. Moderation analyses examined the intersection of various identities. Findings indicate that differences exist among the intersection of disability, race, sexual orientation, and gender identities in relation to the outcomes of interest.

scholarly journals The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students

2020 ◽  
Vol 23 (6) ◽  
pp. 1565-1586
Author(s):  
Inge-Ernald Simonsen ◽  
Torbjørn Rundmo
Keyword(s):  
High School ◽  
High School Students ◽  
Social Identity ◽  
Classroom Management ◽  
Self Efficacy ◽  
Parental Education ◽  
School Satisfaction ◽  
Self Report ◽  
School Students ◽  
School Identification

AbstractSchool satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.

Psychometric Properties of an Adolescent Version of the Barratt Impulsiveness Scale-11 for a Sample of Italian High School Students

2002 ◽  
Vol 95 (2) ◽  
pp. 621-635 ◽  
Author(s):  
Andrea Fossati ◽  
Ernest S. Barratt ◽  
Elena Acquarini ◽  
Antonella Di Ceglie
Keyword(s):  
High School ◽  
High School Students ◽  
Second Order ◽  
Self Report ◽  
Italian Version ◽  
School Students ◽  
First Order ◽  
Hyperactivity Disorder ◽  
Barratt Impulsiveness Scale ◽  
Confirmatory Factor

The purpose of this study was to extend the development of the Italian version of the Barratt Impulsiveness Scale for use with adolescents. The analyses which led to the development of this version were based on data from 563 high school students. The internal consistency was good (Cronbach a = .78), A confirmatory factor analysis identified six first-order factors which converged into two second-order factors, a General Impulsiveness factor and a Nonplanning Impulsiveness factor. The General Impulsiveness factor included motor and attention or cognition items. The second-order factors differed from those obtained with the adult Italian version as well as the American version. Possible reasons for these differences arc discussed. The new version correlated significantly with self-report measures of aggression and Attention-Deficit/Hyperactivity Disorder as well as with frequency of alcohol use and cigarette smoking.

Work-Related Skills Awareness in High-School Students with Diabilities

2002 ◽  
Vol 33 (2) ◽  
pp. 17-23 ◽  
Author(s):  
Michele E. Capella ◽  
Richard T. Roessler ◽  
Karl M. Hemmerla
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Employment Outcomes ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Persons With Disabilities ◽  
Work Related ◽  
Expert Ratings

This study investigated the work-related skills awareness levels of high school students with disabilities by comparing expert ratings and student self-report ratings. This issue is considered important because (a) evidence indicates that lack of awareness is associated with poor employment outcomes and (b) young persons with disabilities are known to experience employment difficulties. Substantial deficits in awareness were found, with the majority of students overestimating their abilities, as hypothesized. In addition, students perceived by adult raters as having greater employability assets tended to be more accurate in their work-related skills awareness. Suggestions for interventions and future research needed in this area are included.

Stress and Depression in High School Students

1985 ◽  
Vol 57 (2) ◽  
pp. 535-541 ◽  
Author(s):  
Alexander Tolor ◽  
Vincent M. Murphy
Keyword(s):  
High School ◽  
High School Students ◽  
Life Events ◽  
Significant Relationship ◽  
Stressful Life Events ◽  
Depression Scale ◽  
Epidemiological Studies ◽  
Self Report ◽  
Stressful Life ◽  
School Students

The High School Social Readjustment Scale, a measure of stressful life events, and the center for Epidemiological Studies Depression Scale, a short self-report scale measuring depressive symptomatologies, were administered twice to 285 high school students over a 6-mo. interval. Both measures were statistically reliable. On both test administrations girls, but not boys, displayed a significant relationship between stress and depression.

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