scholarly journals Exploring students’ perceived need and preferences for achievement emotion competence training

2021 ◽  
Author(s):  
Kristina Stockinger ◽  
Elisabeth Vogl
Keyword(s):  
Academic Success ◽  
Self Report ◽  
School Students ◽  
Achievement Emotions ◽  
Perceived Need ◽  
Emotion Competence ◽  
Competence Training ◽  
Training Need ◽  
Training Preferences ◽  
Achievement Emotion

AbstractGiven the importance of achievement emotions for students’ academic success and wellbeing, scholars are increasingly seeking to develop effective programs for equipping students with competencies for adaptively managing achievement emotions. To date, however, little is known about what kind of support, if any, students themselves perceive as useful. We thus conducted a needs assessment to explore the degree to which German lower secondary school students (N = 387) perceive a need for such training; how this need varies across students, possibly implying different implementation conditions; and their preferences for training formats/content. To this end, students completed a series of self-report measures targeting demographics, achievement emotions, perceived training need, and training preferences. Students’ responses were analyzed quantitatively and revealed a discernible need for training; that this need is higher for students with higher levels of negative achievement emotions (e.g., anxiety, disappointment) and relief, and with lower achievement; and discernible trends in students’ preferences for training formats, particularly with regard to opportunities for social interaction with peers. Implications for research and designing effective as well as appealing achievement emotion competence trainings are discussed.

The SSP 2020: The Revised School Success Profile

2020 ◽  
Vol 42 (1) ◽  
pp. 19-28
Author(s):  
Natasha K Bowen ◽  
Robert Lucio ◽  
Michele Patak-Pietrafesa ◽  
Gary L Bowen
Keyword(s):  
High School Students ◽  
Academic Success ◽  
School Success ◽  
Self Report ◽  
School Students ◽  
Individual Level ◽  
The Road ◽  
Road Map ◽  
Comprehensive Information ◽  
Demographic Subgroups

Abstract To support student success effectively, school teams need information on known predictors of youth behavior and academic performance. In contrast to measures of behavioral and academic outcomes that are commonly relied on in schools, the School Success Profile (SSP) for middle and high school students provides comprehensive information on predictors of outcomes that reside in students’ neighborhoods, schools, peer systems, and families. This article presents the SSP 2020, a newly revised version of the SSP that is now freely available to schools and researchers. The online, self-report SSP 2020 retains the strengths of the SSP but is shorter and simpler. Revised group- and individual-level reports are automatically generated once SSP data are collected. The SSP 2020 dashboard allows users to request reports on numerous demographic subgroups. A comprehensive prevention road map walks teams through each step of an evidence-informed decision-making process based on SSP 2020 data. Resources embedded in the road map include information on evidence-informed prevention strategies for SSP dimensions with corresponding brief assessments and fidelity checklists. School social workers are encouraged to take the lead in bringing the SSP 2020 to school teams charged with promoting student behavioral and academic success.

scholarly journals Effect of Achievement Emotion Regulation Training Package on Negative Emotions and Learning Strategies Among Female High School Students

2021 ◽  
Vol 11 (1) ◽  
pp. 37-44
Author(s):  
Marzieh Mirsamiei ◽  
◽  
Hamid Atashpour ◽  
Asghar Aghaei ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Negative Emotions ◽  
School Students ◽  
Achievement Emotions ◽  
Female High School ◽  
Experimental Group ◽  
Achievement Emotion

Background: Given the importance of emotions, the present study was conducted to investigate the effectiveness of achievement emotion regulation training package on negative emotions and self-regulation learning strategies (cognitive and metacognitive) among female high school students. Methods: The research method was semi-experimental with pre-test, post-test, and follow-up for two months relative to the control group. The statistical population included female high school students in Tehran in the academic year 2017-2018. A sample size of 50 cases (25 students in each group) was selected using multi-stage random cluster sampling. The experimental group learned how to regulate their achievement emotions in twelve 120-min sessions for two months. The Achievement Emotions Questionnaire (AEQ) and Motivated Strategies Learning Questionnaire (MSLQ) were used. Raw data analysis was performed using SPSS V. 22 and an Analysis of Covariance (ANCOVA). Results: The results showed that regulation of achievement emotions caused a decrease in negative emotions (93.7%) and an increase in the use of cognitive/metacognitive strategies (53.6%) among experimental group members (P<0.001), while these results approximately did not change in the follow-up phase regarding negative emotions reduction (93.5%) and the increased use of cognitive/metacognitive strategies (52.6%). Conclusion: The effectiveness of the discussed package was proved in the reduction of negative emotions.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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 “My Life during the Lockdown”: Emotional Experiences of European Adolescents during the COVID-19 Crisis

2021 ◽  
Vol 18 (14) ◽  
pp. 7638
Author(s):  
Alberto Forte ◽  
Massimiliano Orri ◽  
Martina Brandizzi ◽  
Cecilia Iannaco ◽  
Paola Venturini ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Emotional Reactions ◽  
Self Report ◽  
Emotional Experiences ◽  
Point Scale ◽  
School Students ◽  
Online Questionnaire ◽  
Public Health Strategies ◽  
Web Platform

This study investigates, using an online self-report questionnaire, adolescents’ emotional reactions during the lockdown in a sample of 2105 secondary school students (aged 14–19) in Italy, Romania, and Croatia. We used a self-reported online questionnaire (answers on a 5-point scale or binary), composed of 73 questions investigating the opinions, feelings, and emotions of teenagers, along with sociodemographic information and measures of the exposure to lockdown. The survey was conducted online through a web platform in Italy (between 27 April and 15 June 2020), Romania, and Croatia (3 June and 2 July 2020). Students aged >14 years, living in a small flat, and not spending time outside were more likely to report anger, sadness, boredom/emptiness, and anxiety. Boys were significantly less likely than girls to report all measured emotional reactions. Those who lost someone from COVID-19 were more than twice as likely to experience anger compared to those who did not. Our findings may help identifying adolescents more likely to report negative emotional reactions during the COVID-19 pandemic and inform public health strategies for improving mental health among adolescents during/after the COVID-19 crisis.

scholarly journals The Basic Psychological Needs in the Classroom Scale (BPN-CS)

2021 ◽  
Vol 11 (7) ◽  
pp. 96
Author(s):  
Pedro Javier Conesa ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Elementary School ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
Classroom Context ◽  
School Students ◽  
Level Of Satisfaction ◽  
Convergent And Divergent Validity ◽  
Students Satisfaction

Recent experimental and theoretical studies have shown that the assessment of students’ satisfaction of their basic psychological needs (BPN) can be a powerful resource to identify different areas to improve their well-being, engagement, or learning achievement in school contexts. However, currently, the number of validated tools to assess the satisfaction of the BPN is very low, hindering informed decision-making strategies at the educational level. The aim of this study was to develop and validate the Basic Psychological Needs in the Classroom Scale (BPN-CS) instrument, adapting existing instruments and putting the new tool to the test. The BPN-CS was developed to measure the level of satisfaction of autonomy, competence, relatedness, and novelty in the classroom. We tested the scale on a representative sample of 1344 Spanish elementary school students from 8 to 13 years old. A series of analyses were run in order to test the internal consistency of the main factors as well as to prove the convergent and divergent validity of the instrument. In summary, the BPN-CS is presented as a reliable and valid self-report instrument to measure basic psychological needs in a classroom context with elementary school pupils in the Spanish context.

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.

scholarly journals Middle School Students’ Perceptions of the Quality of School Life in Ankara

2016 ◽  
Vol 6 (1) ◽  
pp. 175 ◽  
Author(s):  
Figen Eres ◽  
Pinar Bilasa
Keyword(s):  
Middle School ◽  
Academic Success ◽  
Middle School Students ◽  
Life Quality ◽  
School Management ◽  
School Life ◽  
School Students ◽  
Quality Perception ◽  
Quality Of School Life

The aim of this research is to measure the perception of middle school students in Ankara regarding the quality of school life. According to the findings obtained, the students have moderate level perceptions about the quality of school life. Their perceptions about sub-dimensions vary. While the students have the highest perceptions about sub-dimension “status”, they have the lowest perceptions about “school management”. The students have moderate perceptions about sub-dimension “student” which includes mutual relations between students. Similarly, they have moderate perceptions about feelings towards the school which include items related with school image as perceived by the students. The school management, which is directly responsible for the school climate and image, has an impact on life quality perception. Analyzing school life quality of the students by their demographic features, it was found that female students and students in a class consisting of 10-20 students have higher school life quality perception. Although academic success of the students varies, their school life quality perception does not vary.

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