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.

scholarly journals Self-Compassion in Relation to Career and Talent Development Self-Efficacy of High School Students when Mediated by Hope

2020 ◽  
Vol 2 (2) ◽  
pp. 53-69
Author(s):  
Chris John S. Bedoria ◽  
Noel S. Marañon
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Grade Level ◽  
Career Guidance ◽  
Talent Development ◽  
Self Report ◽  
School Students ◽  
Self Compassion ◽  
Grade Level Differences

This study aimed to determine if there are significant direct and indirect relationships between self-compassion and career and talent development self-efficacy of high school students when mediated by hope. Additionally, levels of and differences in terms of sex and grade level were also explored. Through descriptive-comparative and correlational research designs, 261 respondents answered three standardized self-report questionnaires. Analyses of the data using appropriate statistical tools revealed moderate levels of self-compassion and career and talent development self-efficacy and a high level of hope among the respondents. Significant sex and grade level differences were found in self-compassion, while such differences do not exist in their level of career and talent development self-efficacy. Likewise, no significant sex differences, but significant grade level differences in the respondents' levels of hope were found. Most importantly, direct and indirect relationships between self-compassion and career and talent development self-efficacy, when mediated by hope, were found to be significant. The results of the study were used as the basis for an Enhanced Career Guidance Program.

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.

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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