scholarly journals The effects of current unsatisfactory performance and evaluative approach on improvement expectancy and commitment to improvement

2021 ◽  
Vol 45 (2) ◽  
pp. 159-170
Author(s):  
Adam Abdulla ◽  
Ruth Woods
Keyword(s):  
High School Students ◽  
Indirect Effect ◽  
School Students ◽  
Satisfactory Performance ◽  
Cognitive Behavioural ◽  
Negative Effect ◽  
Mediation Hypothesis ◽  
Positive Direct ◽  
Conditional Indirect Effects ◽  
Solution Focused

AbstractThis study investigated the effects of current unsatisfactory performance (CUP) on improvement expectancy (IE) and commitment to improvement (CTI). 118 high school students were randomly assigned to consider either current satisfactory performance (CSP) or CUP. In addition, students within each group were randomly assigned to one of two evaluative approaches: (1) dichotomous present-focused evaluation (“Are you succeeding in this area? Or not?”), or (2) historical success scaling (“What is the highest level of success that you have reached in this area?”). It was hypothesised that (relative to CSP) CUP has a negative effect on improvement expectancy (IE). This hypothesis was supported. In addition, the data were consistent with an inconsistent mediation hypothesis according to which CUP has a positive direct effect on CTI but a negative indirect effect through reduced IE. The indirect effect of CUP on CTI was expected to be less negative amongst students engaging in historical success scaling than amongst students engaging in dichotomous present-focused evaluation. Although this was indeed the case, a test of moderated mediation indicated that the conditional indirect effects did not differ statistically. The study helps to illuminate the conflicting effects of CUP on CTI. Findings also have important implications for cognitive-behavioural and solution-focused approaches, both of which champion “scaling.”

scholarly journals Coping with Cybervictimization: The Role of Direct Confrontation and Resilience on Adolescent Wellbeing

2019 ◽  
Vol 16 (24) ◽  
pp. 4893 ◽  
Author(s):  
Brighi ◽  
Mameli ◽  
Menin ◽  
Guarini ◽  
Carpani ◽  
...  
Keyword(s):  
High School Students ◽  
Coping Strategy ◽  
Structural Equation ◽  
Negative Consequences ◽  
Emotional Symptoms ◽  
School Students ◽  
Effective Interventions ◽  
Emotional Outcomes ◽  
Negative Effect ◽  
Positive Direct

Background. Recent studies have consistently identified the negative consequences of cyberbullying on adolescent mental health. Nevertheless, not all cybervictims are alike, and in the last few years some evidence has appeared indicating that faced with cyberbullying, victims may manifest different emotional outcomes. In this study, we explored whether cybervictim resilience fully or partially mediates the effects of cybervictimization and whether a confrontational coping strategy impacts emotional symptoms. Methods. The study was carried out with a sample of 474 high school students equally distributed between males and females. Data were collected using a questionnaire comprising four measures assessing cybervictimization, direct confrontation coping strategy, resilience and emotional symptoms. Results. Structural equation modelling indicated that the effects of cybervictimization and confrontational coping strategy on emotional symptoms were mediated by resilience, with cybervictimization showing a positive effect while direct confrontation a negative effect. Cybervictimization also showed a positive direct effect on emotional symptoms. Conclusions. These results are presented in light of their implications for designing effective interventions able to protect and promote adolescents’ psychological wellbeing.

scholarly journals Relationships among the Degree of Participation in Physical Activity, Self-Concept Clarity, and COVID-19 Stress in Adolescents

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 482
Author(s):  
Dae-Jung Lee
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Local Governments ◽  
Online Survey ◽  
Self Concept ◽  
Obsessive Compulsive ◽  
School Students ◽  
Compulsive Disorder ◽  
Negative Effect ◽  
State And Local

The COVID-19 pandemic situation threatens the health of people globally, especially adolescents facing mental problems such as depression, anxiety, and obsessive-compulsive disorder due to constant COVID-19 stress. The present study aimed to provide basic data highlighting the need to alleviate COVID-19 stress among adolescents by promoting physical activity participation and strengthening self-concept clarity (SCC). To examine the relationships among participation in physical activity, SCC, and COVID-19 stress in pandemic-like conditions, the study was conducted on middle and high school students aged 14 to 19 and an online survey was conducted on 1046 Korean adolescents (521 male and 525 female students in the preliminary survey and main survey). Frequency, reliability, confirmatory factor, descriptive, and path analyses were performed using SPSS and AMOS 18.0. Participation in physical activity exerted a positive effect on SCC (p < 0.001) as well as a negative effect on COVID-19 stress (p = 0.031). Our findings also indicated that SCC exerted a negative effect on COVID-19 stress (p < 0.001). Regular participation in physical activity and strong SCC are also fundamental elements for alleviating COVID-19 stress. Given these results, state and local governments and educational institutions should encourage youth to participate in sports by suggesting policies, providing guidelines, and offering education. Such information may allow adolescents to endure and overcome COVID-19 stress during this critical period of life.

Let’s tweet again? Social networks and literature achievement in high school students

2021 ◽  
pp. 1-64
Author(s):  
Gian Paolo Barbetta ◽  
Paolo Canino ◽  
Stefano Cima
Keyword(s):  
High School ◽  
High School Students ◽  
Web 2.0 ◽  
Large Scale ◽  
Standardized Test ◽  
Controlled Trial ◽  
School Students ◽  
Negative Effect ◽  
Internet Connections ◽  
The Impact

Abstract The availability of cheap Wi-Fi internet connections has encouraged schools to adopt Web 2.0 platforms for teaching, with the intention of stimulating students’ academic achievement and participation in school. Moreover, during the recent explosion of the SARS-CoV-2 crisis that forced many countries to close schools (as well as offices and factories), the widespread diffusion of these applications kept school systems going. Despite their widespread use as teaching tools, the effect of adopting Web 2.0 platforms on students’ performance has never been rigorously tested. We fill this gap in the literature by analyzing the impact of using Twitter as a teaching tool on high school students’ literature skills. Based on a large-scale, randomized controlled trial that involved 70 schools and about 1,500 students, we find that using Twitter to teach literature has an overall negative effect on students’ average achievement, reducing standardized test scores by about 25 percent of a standard deviation. The negative effect is stronger on students who usually perform better.

scholarly journals Self-Expressive Creativity in the Adolescent Digital Domain: Personality, Self-Esteem, and Emotions

2019 ◽  
Vol 16 (22) ◽  
pp. 4527 ◽  
Author(s):  
Pérez-Fuentes ◽  
Molero Jurado ◽  
Gázquez Linares ◽  
Oropesa Ruiz ◽  
Simón Márquez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Personality Traits ◽  
Self Esteem ◽  
Positive Influence ◽  
Openness To Experience ◽  
Positive Development ◽  
Personality Factors ◽  
School Students ◽  
Negative Effect

Background: Although self-expressive creativity is related to cyberbullying, it can also reinforce strengths that contribute to positive adolescent development. Our study concentrated on the relationships between personality traits and self-expressive creativity in the digital domain in an adolescent population. For this, we analyzed the effect of self-esteem and emotional intelligence as assets for positive development related to personality traits and self-expressive creativity. Methods: The study population included a total of 742 adolescents that were high-school students in the province of Almería, Spain. The following instruments were used: Big Five Inventory (BFI) to evaluate the five broad personality factors, Rosenberg Self-Esteem Scale (RSE), Expression, Management, and Emotion Recognition Evaluation Scale (TMMS-24), and the Creative Behavior Questionnaire: Digital (CBQD). Results: The cluster analysis revealed the existence of two profiles of adolescents based on their personality traits. The analysis showed that the group with the highest levels of extraversion and openness to experience and lowest levels of neuroticism were those who showed the highest scores in self-esteem, clarity, and emotional repair, as well as in self-expressive creativity. Higher scores in neuroticism and lower scores in extraversion and openness to experience showed a direct negative effect on self-expressive creativity and indirect effect through self-esteem and emotional attention, which acted as mediators in series. Conclusions: To counteract certain characteristics that increase adolescents’ vulnerability to social network bullying, a plan must be developed for adequate positive use of the Internet from a creative model that enables digital self-expression for acquiring identity and self-efficacy through the positive influence of peers, which promotes feelings of empowerment and self-affirmation through constructive tasks that reinforce self-esteem and emotional intelligence.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study

2019 ◽  
Vol 36 (1) ◽  
pp. 122-133 ◽  
Author(s):  
Jesús Alonso-Tapia ◽  
Miguel Ángel Ruiz ◽  
Juan Antonio Huertas
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Students ◽  
Indirect Effect ◽  
Structural Equation ◽  
Multilevel Model ◽  
Motivational Climate ◽  
School Students ◽  
Multilevel Study ◽  
Study Results

Research on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers’ motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CMC on students. For answering this question, a multilevel model of the relationships among a) teachers’ knowledge and motivational characteristics, b) students’ goals and expectancies (SGE), c) perceived CMC, and d) students’ attribution of perceived motivational improvement to teachers (APMIT) was tested using structural equation methods. A total of 2.223 Secondary and High-School students and their 95 teachers participated in the study. Results showed that teachers’ motivational quality (TMQ) has a significant indirect effect on differences between classrooms in CMC, and on the students’ attribution of perceived improvement in motivational variables to teachers, but also that teachers’ characteristics differ in their contribution to TMQ, and so, to CMC.

Adolescent Sexual Harassment, Shame, and Depression: Do Experiences of Witnessing Harassment Matter?

2019 ◽  
Vol 40 (5) ◽  
pp. 712-737 ◽  
Author(s):  
Joyce Li ◽  
Wendy M. Craig
Keyword(s):  
Depressive Symptoms ◽  
Sexual Harassment ◽  
Indirect Effect ◽  
Social Contexts ◽  
School Students ◽  
Cross Sectional ◽  
Preliminary Study ◽  
Conditional Indirect Effects ◽  
Responses To Sexual Harassment ◽  
The Relationship

This preliminary study explored a person-group dissimilarity hypothesis in the context of adolescent sexual harassment. Theory suggests that victimized youth are expected to experience worse outcomes if they perceive victimization to be a rare experience among their peers. This study comprised 435 middle school students who reported on their experiences of sexual harassment (victimization and witnessing), shame, and depressive symptoms. We tested a cross-sectional conditional indirect-effects model, with shame mediating the relationship between victimization and depressive symptoms (the indirect effect) and with witnessing as a moderator of the indirect effect. For all students, shame mediated the relationship between victimization and depressive symptoms. For female students, there was a buffering effect of witnessing, whereby the indirect effect was weaker at high levels of witnessing. These findings have potential implications for theory and intervention, suggesting the importance of examining young people’s social contexts to better understand their responses to sexual harassment.

scholarly journals Self-Efficacy, Social Support, Academic Flow, and Math Anxiety among Islamic Senior High School Students

2021 ◽  
Vol 7 (2) ◽  
pp. 315-326
Author(s):  
Mutia Herawati ◽  
Abdul Muhid ◽  
Asep Saepul Hamdani
Keyword(s):  
Social Support ◽  
High School Students ◽  
Self Efficacy ◽  
Math Anxiety ◽  
Sampling Technique ◽  
School Students ◽  
Negative Effect ◽  
Psychological Scales ◽  
Quota Sampling ◽  
Almost All

Math anxiety is a crucial problem experienced by almost all students. Due to the math anxiety affects the decreasing of mathematics achievement, many educators and researchers focused to overcome the math anxiety. The purpose of this study is to empirically examine the effects of math self-efficacy, social support, and academic flow on math anxiety. This research used a quantitative approach, by using psychological scales survey as a data collection. The participants of this study were 167 students which were collected using quota sampling technique at two high schools. The results show that there was a simultaneous significant negative effect of math self-efficacy, social support, and academic flow toward math anxiety. In addition, the partial analysis shows that there is no significant effect between math self-efficacy and math anxiety. While social support and academic flow have a significant effect on math anxiety. Thus, social support and academic flow can be used as strong predictors of math anxiety.

scholarly journals PELANGGARAN MELAWAN ARAH ARUS LALU LINTAS PADA REMAJA PENGENDARA SEPEDA MOTOR DI DAERAH KHUSUS IBUKOTA JAKARTA:ANALISIS DISONANSI KOGNITIF

2018 ◽  
Vol 1 (2) ◽  
pp. 104
Author(s):  
Albertus Wahyurudhanto ◽  
Ilham Prisgunanto
Keyword(s):  
High School Students ◽  
Cognitive Dissonance ◽  
Traffic Accidents ◽  
Theoretical Study ◽  
Dominant Factor ◽  
School Students ◽  
Road Users ◽  
Negative Effect ◽  
Traffic Rules ◽  
Special Region

One effort to prevent traffic accidents is to look at the character of road users in the tendency to interpret traffic rules. This study aims to see the influence between experience, decision making and self-justification of the attitude of violation against the flow of traffic in adolescents of high school students in the Capital Special Region of Jakarta. This study used a theoretical study of cognitive dissonance. The conclusion obtained is that the dominant factor in cognitive dissonance is more on the element of behavior change, self experience and the attitude of the decision to commit a violation against the flow of traffic. In contrast to the cognitive dissonance of trust and self-justification, it has a negative effect on the contribution of violating behavior to adolescents in driving. Recommendations that can be used as references by Traffic Police in changing violation behavior against traffic flow in adolescents, by using intimate central parties with them, such as close friends, parents and teachers in their daily interactions. Salah satu upaya pencegahan kecelakaan lalu lintas adalah dengan melihat karakter pengguna jalan dalam kecenderungan memaknai peraturan lalu lintas. Penelitian ini bertujuan melihat pengaruh antara pengalaman, keputusan melakukan, dan pembenaran diri terhadap sikap melanggar melawan arus lalu lintas pada remaja pelajar SMA di Daerah Khusus Ibukota Jakarta. Penelitian ini menggunakan kajian teoritik disonansi kognitif. Kesimpulan yang diperoleh adalah bahwa faktor dominan pada dissonansi kognitif lebih pada unsur perubahan perilaku, pengalaman diri, dan sikap keputusan melakukan pelanggaran melawan arus lalu lintas. Berbeda dengan itu, pada dissonansi kognitif kepercayaan dan pembenaran diri justru berpengaruh terbalik atau negatif dalam kontribusi dengan perilaku pelanggaran pada remaja dalam berkendara. Rekomendasi yang dapat dijadikan referensi oleh Polisi Lalulintas dalam mengubah perilaku pelanggaran melawan arus lalu lintas pada remaja, dengan menggunakan pihak-pihak sentral yang intim dengan mereka, seperti kawan akrab, orang tua, dan guru dalam interaksi mereka sehari-hari.

scholarly journals Investigating Washback of National Standardized School Examination on Junior High School Students and Teachers

2019 ◽  
Vol 8 (2) ◽  
pp. 158-165
Author(s):  
Alief Imani Sumpada
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Junior High School ◽  
Teaching And Learning ◽  
Instructional Time ◽  
School Students ◽  
Final Project ◽  
Negative Effect ◽  
Listening And Speaking ◽  
Speaking Skills

This final project aimed to investigate the washback of English National Standardized School Examination on Ninth Graders and Teachers. The research used descriptive qualitative method as its research methodology. The results showed that English National Standardized School Examination or Ujian Sekolah Berstandar Nasional (USBN) brought positive and negative effect. The students applied some learning strategies to develop their reading and writing skills to face English USBN. However, they gave less attention to listening and speaking skills. Also, the students focused to get good result on the examination because it determined their graduation and their higher level school. The teachers prepare the students to take the examination by taught the material more thoroughly. They used various sources and media to support the teaching and learning activities. However, they gave less attention on listening and speaking skills and lose instructional time. To summarize, there were trends of positive and negative washback of English USBN on the students and teacher at SMP N 1 Kertek in academic year of 2018/2019.

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