scholarly journals Girls suffer: the prevalence and predicting factors of emotional problems among adolescents during upper secondary school in Norway

2021 ◽  
Author(s):  
Jan Arvid Haugan ◽  
Per Frostad ◽  
Per-Egil Mjaavatn
Keyword(s):  
Secondary School ◽  
Structural Equation ◽  
Emotional Health ◽  
Research Question ◽  
Emotional Problems ◽  
Subsequent Development ◽  
Equation Modeling ◽  
Upper Secondary School ◽  
Study Results ◽  
Upper Secondary

AbstractThis longitudinal, quantitative survey examined factors predicting 1077 Norwegian adolescents` emotional problems during Upper Secondary School (grades I–III, approximately 16–19 years old) considering the following research question: “To what extent do students in Upper Secondary School experience emotional problems, and how are these problems predicted by gender, academic/social self-concept, coping beliefs, appearance pressure and school stress?”. The mentioned variables were scrutinized through analysis of frequencies, zero order correlations and structural equation modeling. Results verified previous findings that there was an increase in emotional problems for adolescents, especially among girls. Furthermore, the study results indicate that coping beliefs is a crucial factor when it comes to the perception of pressure and stress, and the subsequent development of emotional health problems.

scholarly journals IDENTIFYING INDONESIAN UPPER-SECONDARY SCHOOL STUDENTS’ ORIENTATIONS TO LEARN SCIENCE AND GENDER EFFECT THROUGH THE USE OF STRUCTURAL EQUATION MODELING

2018 ◽  
Vol 17 (4) ◽  
pp. 633-648
Author(s):  
Arif Rachmatullah ◽  
Sariwulan Diana ◽  
Minsu Ha
Keyword(s):  
Structural Equation Modeling ◽  
Secondary School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Secondary School Students ◽  
Equation Modeling ◽  
Learning Science ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary

The purpose of this research is to examine Indonesian upper-secondary school students’ learning orientation in science via generating structural equation modeling of conceptions of, approaches to and self-efficacy in learning science, and seeking whether the model is significantly different based on gender. A total of 600 (63% females) Indonesian upper-secondary school students completed a questionnaire with three constructs – conceptions of, approach to and self-efficacy in learning science. Rasch analysis was conducted before testing the hypothesized model to examine the psychometric aspects of the instruments. Structural equation modeling featured with multi-group analysis-based gender was used to respond to the main research purpose. Findings indicated that the Indonesian upper-secondary school students had multiple conceptions of as well as multiple approaches to science learning that led to different senses of self-efficacy. Multiple conceptions and mixed approaches are the characteristics of students with achieving orientations. Most importantly, the current research found that conceiving learning science as memorizing was considered as the basis for the higher level of conceptions. The model significantly differed based on gender. Three main differences were Indonesian female students tended to be more conceiving science learning as memorization, using more surface motive and their self-efficacy was more impacted by their higher level of conceptions – applying and understanding than males. Based on findings, gender issues in orientations to studying and Indonesian science education curriculum are discussed. Keywords: learning strategies, conceptions of learning, gender, learning orientations, multi-group analysis, self-efficacy.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

scholarly journals Students’ Perceptions of Teacher Support, Numeracy, and Assessment for Learning: Relations with Motivational Responses and Mastery Experiences

2016 ◽  
Vol 9 (10) ◽  
pp. 1 ◽  
Author(s):  
Roger Andre Federici ◽  
Joakim Caspersen ◽  
Christian Wendelborg
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Emotional Support ◽  
Structural Equation ◽  
Assessment For Learning ◽  
Equation Modeling ◽  
Strong Correlations ◽  
Upper Secondary ◽  
Mastery Experiences ◽  
Learning Relations

<p class="apa">We explored a theoretical model of relations between students’ perceptions of emotional support, numeracy, and assessment for learning and their perceptions of relevance of schoolwork, motivation, persistence, and mastery experiences. We also investigated possible differences between students in lower- and upper secondary school. Participants were 44 702 students in 8th to 13th grade in Norway. The data was analyzed by means of structural equation modeling. The results revealed moderate to strong correlations between the three aspects of the learning environment. In general, they related positively to the outcome variables. However, the relations were almost entirely mediated through relevance and motivation. The present study adds to our understanding of how to work with the learning environment.</p>

scholarly journals EVALUATION, VALIDATION AND MODIFICATION OF SCIENCE MOTIVATION QUESTIONNAIRE FOR UPPER SECONDARY SCHOOL

2019 ◽  
Vol 18 (5) ◽  
pp. 748-767 ◽  
Author(s):  
Vanda Janštová ◽  
Andrej Šorgo
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Personal Relevance ◽  
Upper Secondary School ◽  
Internal Motivation ◽  
Upper Secondary ◽  
Science Motivation ◽  
External Motivation

Motivation to learn a school subject is crucial for achieving knowledge and skills and, consequently, for good academic performance in the subject. There are several approved questionnaires dedicated to assessing motivation for science and biology but none for upper secondary school Czech students. Therefore, existing Science Motivation Questionnaire was evaluated, validated and modified in order to create a Czech version of a Biology motivation questionnaire (BMQ). The original version of the questionnaire had 30 questions, arranged in the following subscales: Internal Motivation, External Motivation, Personal Relevance, Responsibility, Self-efficacy and Anxiety. Validation was based on a survey of 517 upper secondary school Czech students. Analysis of the questionnaires revealed that, although the questionnaire could be used as a whole with satisfactory Cronbach alpha values, the underlying constructs in the Czech version were different from the six ones originally suggested. Based on Exploratory Factor Analysis and Structural Equation Modelling, 14 questions retained in three constructs: a) Self–efficacy, b) Responsibility and c) Motivation as a combination of Internal Motivation, External Motivation and Personal Relevance. This shorter version of the BMQ showed satisfactory Goodness of Fit Indices in contrast to the original 30-item version. Keywords: biology motivation questionnaire, questionnaire modification, EFA, secondary school students.

scholarly journals They prepare you what to say, but do they teach you how to say it?

2016 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Dorota Lipinska
Keyword(s):  
Secondary School ◽  
Target Language ◽  
Upper Secondary School ◽  
Online Questionnaire ◽  
Academic Level ◽  
Study Results ◽  
Upper Secondary ◽  
Correct Pronunciation ◽  
Type Of School ◽  
School Curricula

It cannot be denied that research on L2 pronunciation has developed greatly in the last decades, nevertheless the conclusions drawn from such studies are rarely applied in practice, especially in the school curricula. Studies carried out in Poland since early 2000s have proven that pronunciation teaching is still almost absent at schools (apart from the academic level) and that L2 learners are highly critical concerning both their own as well as their teachers’ pronunciation in EFL. Although it has been shown that correct pronunciation is crucial in L2 communication and that this element of L2 competence has been included in the oral part of the school-leaving (<em>Matura) </em>exam (CKE, 2013), the popular claim is that it is still difficult to find any elements of pronunciation training in textbooks designed for this kind of schools. The first aim of this paper is to compare the latest versions of compendia (<em>repetytoria </em>in Polish) usually applied in the last class of this type of school. The books are used to revise all the previously acquired knowledge about an L2 and are supposed to include theory and exercises in all skills and elements of a target language. And as learners graduating from upper-secondary school are about nineteen years old and, moreover, some of them may stop learning L2 intensively after graduation, it is the last chance to work seriously on English phonetics. The study results show that in most cases, although a separate pronunciation module is not included, word-lists in compendia are usually accompanied by audio tracks and, in some cases, even IPA is applied. Another aim of the study is to examine whether upper-secondary L2 teachers pay attention to their learners’ pronunciation and train it. An online questionnaire concerning pronunciation teaching practices was completed by 51 teachers from all over Poland and this did not bring optimistic results.

Work Life Balance and Job Satisfaction - A Structural Equation Modeling

GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 156-162
Author(s):  
Dr. D. Shoba ◽  
Dr. G. Suganthi
Keyword(s):  
Job Satisfaction ◽  
Structural Equation ◽  
Well Being ◽  
Work Life ◽  
Work Life Balance ◽  
Equation Modeling ◽  
Subjective Well Being ◽  
Life Balance ◽  
Study Results

Work-Life balance has its importance from ancient days and the concept is very old, from the day the world has been created. There was a drastic change that has occurred in the market of teachers and their personal profiles. There are tremendous changes in various families which have bartered from the ‘breadwinner’ role of traditional men to single parent families and dual earning couples. This study furnishes an insight into work life balance and job satisfaction of teachers working in School of Villupuram District. The sample comprises of 75 school teachers from Government and private schools in Villupuram District. The Study results that there is increasing mediating evidence in Work-life balance as well as Job satisfaction of teachers are not affected by the type of school in which they are working. Job satisfaction or Pleasure of life will be affected as a whole by Work life balance of an individual which is the main which can be calculated by construct of subjective well being.

Motivating and Retaining Festival Patronage

2020 ◽  
Vol 24 (4) ◽  
pp. 447-461
Author(s):  
Michelle (Myongjee) Yoo ◽  
Miranda Kitterlin-Lynch ◽  
Bomin Kim
Keyword(s):  
Structural Equation ◽  
Customer Relationship ◽  
Equation Modeling ◽  
Organization And Management ◽  
Customer Relationship Marketing ◽  
Study Results ◽  
And Behavior ◽  
The Relationship ◽  
Self Administered Questionnaire ◽  
Theoretical Foundations

Globally, festivals and host communities face increased competition each year from one another and from the myriad of alternate entertainment options. To remain competitive, festival organizers must fully understand what keeps festival attendees coming back year after year. Festivalscape has been an emerging concept of value in this arena, and previous studies have found that festivalscape has an effect on the attendees' emotion and behavior that influences their overall perceived value of the festival. The purpose of this study is to examine the relationship between festivalscape and the attendees' motivation, satisfaction, and loyalty. A self-administered questionnaire was developed and a structural equation modeling (SEM) was employed to test the proposed hypotheses. Study results support the hypotheses, indicating the importance of using festivalscape factors for festival organization and management and effective customer relationship marketing. Further, this study provides academic contributions to theoretical foundations by confirming the effects of these factors. This study also provides practical implications for managing festivals effectively and successfully.

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