Urban high school students’ perspectives about sexual health decision-making: the role of school culture and identity

2012 ◽  
Vol 8 (2) ◽  
pp. 403-431 ◽  
Author(s):  
Jennie S. Brotman ◽  
Felicia Moore Mensah
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
School Culture ◽  
Sexual Health ◽  
Urban High School ◽  
School Students ◽  
Health Decision Making ◽  
Health Decision

Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

2017 ◽  
Vol 54 (3) ◽  
pp. 396-411 ◽  
Author(s):  
Felix Donovan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Young People ◽  
Educational Outcomes ◽  
Mixed Methods Research ◽  
School Transitions ◽  
School Students ◽  
Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

scholarly journals CAREER DECISION-MAKING ATTRIBUTION AND SELF EFFICACY: THE MODERATING ROLE OF EMOTIONAL INTELLIGENCE

2020 ◽  
Vol 19 (1) ◽  
pp. 1-14
Author(s):  
Rose Mini Agoes Salim ◽  
Shahnaz Safitri
Keyword(s):  
High School ◽  
Decision Making ◽  
Emotional Intelligence ◽  
High School Students ◽  
Short Form ◽  
Career Decision ◽  
Career Decision Making ◽  
School Students ◽  
Moderating Role

It is known that gifted high-school students tend to have difficulty in choosing career due to their wide-range interests and capabilities. In order to successfully making an appropriate career choice, having a high level of career decision making self-efficacy (CDMSE) is an important precondition. CDMSE is the belief in one’s ability to successfully complete the task necessary to make career-related decisions. Of several factors known to be affecting CDMSE, previous study has shown that career decision-making attribution (CDMA) could affect students CDMSE. However, the CDMA effect on CDMSE in gifted student is seemed to be related to personal trait of students, namely emotional intelligence (EI). Therefore, this study aims to examine the moderating role of EI on the impact of gifted high-school student CDMA on CDMSE. Subjects in this study were gifted high school students (N = 165; 52.12% males; M-age = 16.20 years old) in Jakarta. The measurement tools used are CDMSE Scale Short-Form, Assessment of Attribution for Career Decision Making, and Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF) adapted into Indonesian language. The data were analyzed using simple regression analysis with Hayes PROCESS model. It was found that there is a direct effect of CDMA on CDMSE with (F (1,163) = 10.6661, p = .0033 < .001), in which CDMA serves as a predictor of CDMSE. We also found that EI can serve as a predictor of CDMSE (F (1,163) = 10.6661, p = .0007<.001. However, EI did not moderate the CDMA-CDMSE relation. Discussion, limitations, and suggestions for further research are listed. 

Violence and Gender: Reports From an Urban High School

2002 ◽  
Vol 17 (1) ◽  
pp. 57-72 ◽  
Author(s):  
Teresa Scherzer ◽  
Howard L. Pinderhughes
Keyword(s):  
High School ◽  
High School Students ◽  
The Self ◽  
Urban High School ◽  
Future Research ◽  
School Students ◽  
Effective Prevention ◽  
Adolescent Violence ◽  
And Gender

This article reports on the survey component of a study examining urban high school students’ experiences with violence. The survey’s purpose was to collect information on students’ experiences with violence, explore gender differences, and identify which factors are associated with the self-reported use of violence. Two prominent risk factors for the self-reported use of violence were found: having a close friend or family member injured by violence, and gun possession. Young men and women did not differ significantly in overall exposure, victimization, and perpetration. However, gender clearly informed the types of violence reported. The findings offer practical strategies for addressing adolescent violence, such as reducing gun availability and community-level violence, but future research must further examine the role of gender in order to structure more effective prevention and intervention approaches that target different kinds of violence.

The role of perceived barriers and relational support in the educational and vocational lives of urban high school students.

2003 ◽  
Vol 50 (2) ◽  
pp. 142-155 ◽  
Author(s):  
Maureen E. Kenny ◽  
David L. Blustein ◽  
Anna Chaves ◽  
Jennifer M. Grossman ◽  
Laura A. Gallagher
Keyword(s):  
High School ◽  
High School Students ◽  
Perceived Barriers ◽  
Urban High School ◽  
School Students ◽  
Relational Support

scholarly journals Development and Validation of Assessments of Adolescent Health Literacy: A Rasch Measurement Model Approach

2021 ◽  
Author(s):  
Sasha A. Fleary ◽  
Karen M. Freund ◽  
Claudio Nigg
Keyword(s):  
Decision Making ◽  
High School Students ◽  
Convergent Validity ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Face Validity ◽  
School Students ◽  
Measurement Models ◽  
Health Decision Making ◽  
Health Decision

Abstract BackgroundHealth literacy (HL) is implicated in improved health decision-making and health promotion, and reduced racial, ethnic, and socioeconomic health disparities. Three major areas of HL include functional, interactive, and critical HL. HL skills develop throughout the lifespan as individuals’ psychosocial and cognitive capacities develop and as they accumulate experiences with navigating health systems. Though adolescence is marked by increased involvement in health decision-making, most HL studies and measures of HL have focused on adults. Both the adult and adolescent HL literature are also limited by the paucity of validated test-based measures for assessing HL. The existing test-based validated HL measures for adolescents were originally designed for adults. However, adolescents are at an earlier phase of developing their HL skills (e.g., fewer experiences navigating the health system) compared to adults and measures originally designed for adults may assume prior knowledge that adolescents may lack therein underestimating adolescents’ HL. This study developed and validated test-based assessments of adolescents’ functional, interactive, and critical HL.MethodsItems were generated in an iterative process: focus groups with adolescents to inform item content, cognitive interviews with adolescents and expert consultation established content and face validity of the initial items, items were revised or removed where indicated. High school students (n=355) completed a measurement battery including the revised HL items. The items were evaluated and validated using Rasch measurement models. ResultsThe final 6-item functional, 10-item interactive, and 7-item critical HL assessments and their composite (23 items) fit their respective Rasch models. Item-level invariance was established for gender (male vs. female), age (12-15-year-olds vs. 16-18-year-olds), and ethnicity in all assessments. The assessments had good convergent validity with an established measure of functional HL and scores on the assessments were positively related to reading instructions before taking medicine and questioning the truthfulness of information found online. ConclusionsThese assessments are the first test-based measures of adolescents’ interactive and critical HL, the first test-based measure of functional HL designed for adolescents, and first composite test-based assessment of all three major areas of HL. These assessments should be used to inform strategies for improving adolescents’ HL, decision-making, and behaviors.

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