scholarly journals The Relationship between Students’ Self-esteem, Schoolwork Difficulties and Subjective School Well-being in Finnish Upper-secondary Education

2020 ◽  
Vol 104 ◽  
pp. 101688
Author(s):  
Leena Holopainen ◽  
Katariina Waltzer ◽  
Nhi Hoang ◽  
Kristiina Lappalainen
Keyword(s):  
Secondary Education ◽  
Well Being ◽  
Self Esteem ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
The Relationship

scholarly journals Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

2020 ◽  
Author(s):  
Milja Parviainen ◽  
Kaisa Aunola ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Well Being ◽  
Warning Signs ◽  
Lower Secondary School ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
School Burnout

Abstract School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases.

Hazers' Personality Characteristics and the Perception of School Climate in Slovenia

2021 ◽  
Vol 36 (4) ◽  
pp. 531-547
Author(s):  
Sonja Pečjak ◽  
Tina Pirc
Keyword(s):  
Secondary Education ◽  
School Climate ◽  
Negative Attitude ◽  
School Level ◽  
Upper Secondary Education ◽  
Initiation Rite ◽  
Upper Secondary ◽  
Aggressive Attitude ◽  
The Relationship ◽  
Practical Implications

This article presents the initiation rite for the admission of newcomers to Slovenian upper secondary education, which is called “pheasanting” and has similar characteristics to hazing. It examines the relationship between certain personality traits of hazers with their perception of the school climate and the severity of the hazing activities they engage in (subtle, harassing, and violent hazing). In a sample of 460 students in the fourth grade of upper secondary education, 25.4% of them had carried out hazing in the previous 3 years, of which 47% performed only subtle, 24% harassment, and 29% violent hazing. Violent and harassment hazers justified their actions much more often than subtle hazers by dominating and distorting of the consequences and by diffusing responsibility. They also had less empathy and perceived the school climate as enabling more aggressive attitude. However, violent hazers had the most negative attitude toward hazing, while harassment hazers found hazing most acceptable. Finally, some practical implications of the results at individual and school level are discussed.

scholarly journals Development of School Engagement and Burnout across Lower and Upper Secondary Education: Trajectory Profiles and Educational Outcomes

2021 ◽  
Author(s):  
Anna Widlund ◽  
Heta Tuominen ◽  
Johan Korhonen
Keyword(s):  
Secondary Education ◽  
School Engagement ◽  
High Performance ◽  
Educational Aspirations ◽  
Developmental Trajectories ◽  
Growth Mixture Modeling ◽  
Well Being ◽  
Upper Secondary Education ◽  
Growth Mixture ◽  
Upper Secondary

Inter- and intraindividual differences in Finnish adolescents’ developmental trajectories of school engagement and burnout (exhaustion, inadequacy, and cynicism) and their associations with students’ concurrent progression in mathematics performance and educational aspirations were investigated in an accelerated longitudinal study design spanning ages 13–17 (N = 1131, 50.9% girls). Growth mixture modeling analyses identified four distinct trajectory profiles: Positive academic well-being (high and stable engagement, low and stable burnout), Negative academic well-being (low U-shaped engagement, increased burnout), Disengaged (low U-shaped engagement, but also low and stable burnout), and Declining academic well-being (declining but U-shaped engagement, increasing burnout). Most students experienced a positive change in their trajectories after entering upper secondary education. Furthermore, students in the Positive academic well-being group performed better and progressed faster in mathematics and reported higher educational aspirations. Students in the Declining academic well-being group started out with high performance and aspirations, but they progressed at a slower rate in mathematics and lowered their aspirations over time. The Disengaged students’ performance progressed at the slowest rate of all groups, and they had one of the lowest educational aspirations overall. Lastly, students in the Negative academic well-being group performed the lowest in mathematics, and had one of the lowest aspirations for future educational degrees.

Personalidad resiliente y su relación con el desempeño en el aula de la Educación Media Superior

2019 ◽  
pp. 1-5
Author(s):  
Juan Carlos Farías-Bracamontes ◽  
Velia María Flores-González
Keyword(s):  
Secondary Education ◽  
Research Work ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Two Phases ◽  
And Performance ◽  
The Relationship

Identifying the relationship that exists between the teaching personality, their performance in the classroom and the scope of the social-emotional skills that marks the RIEMS achieve potential the quality of the educational system in upper secondary education considering the implementation of the socio-emotional teaching competencies within their profile. This research work is entitled Resilient personality and its relation to classroom performance in upper secondary education. In order to typify the aforementioned phenomena, the three axes mentioned will be measured through an instrument, which contains 116 variables, of which 109 are quantitative. It is worth mentioning that to complete the final application, he had to go through two phases of piloting, consolidating normality with an alpha of .89. Some of the results of this work is the relationship between the teacher resilient personality and performance in the classroom according to a correlation analysis that informs that teachers who have emotional stability, impact on students for the reach of the students. social and emotional competences, through the ability to face adversity in a constructive way, strengthening social-emotional skills, becoming healthy and happy people with personal and social implications, for the reach of social and emotional competences, indispensable skills in the learning process.

scholarly journals Perceived Academic Self-Efficacy among Romanian Upper Secondary Education Students

2020 ◽  
Vol 17 (13) ◽  
pp. 4689 ◽  
Author(s):  
Ana-Maria Zamfir ◽  
Cristina Mocanu
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
School Environment ◽  
Self Efficacy ◽  
School Engagement ◽  
Well Being ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Academic Self Efficacy

Perceived academic self-efficacy represents an important component of students’ mental health and well-being. The link between efficacy beliefs and level of academic performances relies on the fact that they regulate the anxiety and foster motivation, school engagement, effort, and perseverance of students. This paper aims to identify factors that are conducive for more efficacious beliefs in different socio-economic and educational contexts. We build our analysis on data collected from a sample of Romanian upper secondary education students on their beliefs in relation to their ability to perform at the baccalaureate exam. We employ decision tree models in order to unveil the way factors interact and predict perceived academic self-efficacy, with focus on the positive support received from parents and teachers, as well as on features of the school environment. Our results can be useful for building more resilient educational environments that support mental health and academic well-being of students.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Caracterrsticas de la Oferta de la Educaciin Media en Colombia (Upper Secondary Education in Colombia)

2017 ◽  
Author(s):  
Sandra Garcia ◽  
Darro Maldonado ◽  
Marcela Acosta ◽  
Nicolas Castro ◽  
David Granada ◽  
...  
Keyword(s):  
Secondary Education ◽  
Upper Secondary Education ◽  
Upper Secondary
Sign in / Sign up

Export Citation Format

Share Document