A longitudinal examination of alcohol cessation and academic outcomes among a sample of Canadian secondary school students

2021 ◽  
pp. 106882
Author(s):  
Mahmood R. Gohari ◽  
Alexandra M.E. Zuckermann ◽  
Scott T. Leatherdale
Keyword(s):  
Secondary School ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
School Students ◽  
Alcohol Cessation ◽  
Longitudinal Examination

scholarly journals Moemoea: A digital tool to train secondary school student resilience and motivation for success

2021 ◽  
Author(s):  
◽  
Thomas Johnson
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Business Case ◽  
Technological Advancement ◽  
Digital Tool ◽  
School Students ◽  
Low Socioeconomic

<p>Secondary school students in New Zealand have been underachieving in recent years, with one of the largest performance gaps between high and low performing students in the OECD. With an overrepresentation of Māori, Pasifika and low socioeconomic students in this low performing group, this research explores an innovative solution and presents a business case of Moemoea- a digital tool to train resilience and self-motivation to support student success. Disruption of jobs with automation in future workplaces from rapid technological advancement requires workers to be proficient in digital literacy, resilience, and self-motivation. The literature suggests that these skills lead to improved confidence and academic outcomes and were the same capabilities required beyond school, in the new digitally focused work environment.  This research interviewed 14 Māori, Pasifika and low socioeconomic secondary school students, collecting first-hand experiences of resilience, motivation, and resources that support successful academic outcomes at school. The research findings identified an untapped opportunity between high digital skills and access to technology and a lack of student motivation and resilience levels to harness this advantage to improve student learning.  Government ministries are identified as a likely customer because they are the entity currently addressing the performance gap between high and low achievers in New Zealand secondary schools. The findings and business case demonstrate the feasibility of investment in the research and development of both Moemoea and other possible solutions to poor performing students.</p>

scholarly journals A STUDY ON PROBLEM SOLVING ABILITY AND ACHIEVEMENT IN PHYSICS OF HIGHER SECONDARY STUDENTS IN COIMBATORE DISTRICT

2017 ◽  
Vol 5 (6) ◽  
pp. 519-526
Author(s):  
Sutha N ◽  
Vanitha J
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Sample Size ◽  
Secondary Students ◽  
Significant Relationship ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
School Students ◽  
Coimbatore District

The competence of problem solving has an energetic role in students’ academic outcomes and their construction of the ideas. Keeping this in vision, the current research has been planned out to inspect the effect of problem solving ability and the achievement in physics of higher secondary students in Coimbatore district. This study is under taken with an understanding to examining the association with problem solving ability and achievement in physics of different higher secondary students with the volume of 326 as sample size. The result concluded from the study that there is no significant relationship between problem solving ability and achievement in physics of higher secondary school students.

scholarly journals Moemoea: A digital tool to train secondary school student resilience and motivation for success

2021 ◽  
Author(s):  
◽  
Thomas Johnson
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Business Case ◽  
Technological Advancement ◽  
Digital Tool ◽  
School Students ◽  
Low Socioeconomic

<p>Secondary school students in New Zealand have been underachieving in recent years, with one of the largest performance gaps between high and low performing students in the OECD. With an overrepresentation of Māori, Pasifika and low socioeconomic students in this low performing group, this research explores an innovative solution and presents a business case of Moemoea- a digital tool to train resilience and self-motivation to support student success. Disruption of jobs with automation in future workplaces from rapid technological advancement requires workers to be proficient in digital literacy, resilience, and self-motivation. The literature suggests that these skills lead to improved confidence and academic outcomes and were the same capabilities required beyond school, in the new digitally focused work environment.  This research interviewed 14 Māori, Pasifika and low socioeconomic secondary school students, collecting first-hand experiences of resilience, motivation, and resources that support successful academic outcomes at school. The research findings identified an untapped opportunity between high digital skills and access to technology and a lack of student motivation and resilience levels to harness this advantage to improve student learning.  Government ministries are identified as a likely customer because they are the entity currently addressing the performance gap between high and low achievers in New Zealand secondary schools. The findings and business case demonstrate the feasibility of investment in the research and development of both Moemoea and other possible solutions to poor performing students.</p>

Relationships between Need to Appear Socially Desirable, Achievement Motivation, and Attribution of Academic Outcomes in Secondary School Students

1984 ◽  
Vol 55 (1) ◽  
pp. 247-252 ◽  
Author(s):  
Isidore E. Eyo
Keyword(s):  
Secondary School ◽  
Achievement Motivation ◽  
Social Desirability ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
Personal Responsibility ◽  
School Students ◽  
Teachers Training ◽  
Nigerian Students ◽  
The Relationship

Measures of social desirability, achievement motivation and attribution of academic outcomes were administered to 415 Form Five students (201 men and 214 women) in secondary schools and a teachers' training college. The aim was to find out how the need to appear socially desirable correlated with the need to achieve and the attribution of academic outcomes for Nigerian students. Three patterns of relationship were discernible. Firstly, for men, there was a non-significant inverse relationship between the need to appear socially desirable and the attribution of academic outcomes, whereas, for women, the relationship was positive and significant, indicating that women appear to have a stronger need to attribute academic outcomes in ways that make them appear socially desirable. Another interpretation is that the need to appear socially desirable may tend to enhance the acceptance of personal responsibility for academic outcomes for men more than women. Secondly, the relationship between the need to appear socially desirable and the need to achieve was negative and significant for both men and women, indicating that both sexes seem to possess a need to achieve in socially desirable directions, even though the two needs develop inversely. Evidence from the literature points to the fact that such inverse development involving social desirability tends to be healthier for personality and behaviour. Thirdly, the correlation between attribution of academic outcomes and the need to achieve was nonsignificant for men but significant for women, indicating that the manner of attributing responsibility for academic outcomes is predictive of achievement motivation for women but not for men.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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