scholarly journals Symptoms of psychological ill-being and school dropout intentions among upper secondary education students: A person-centered approach

2020 ◽  
Vol 80 ◽  
pp. 101853
Author(s):  
Milja Parviainen ◽  
Kaisa Aunola ◽  
Minna Torppa ◽  
Anna-Maija Poikkeus ◽  
Kati Vasalampi
Keyword(s):  
Secondary Education ◽  
School Dropout ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Person Centered Approach

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.

scholarly journals Design, Description, Implementation and Assessment of a Multimedia Application with Simulations for Teaching Models of Light

2018 ◽  
Vol 3 (7) ◽  
pp. 81
Author(s):  
Nikolaos Voudoukis
Keyword(s):  
Secondary Education ◽  
Educational Software ◽  
Teaching Method ◽  
Educational Material ◽  
Education Students ◽  
Educational Models ◽  
Teaching Models ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Polarization Of Light

The purpose of this study is to describe the use of software and simulations at a didactical approach-teaching method about models of light to upper secondary education students and non major science university students. Light and models of light, is a subject proving too difficult to be taught. A research - didactical intervention was conducted to secondary education students. In order to support the intervention, educational material was developed including the subjects: Propagation, Reflection, Interference – Diffraction, Refraction, Absorption, Analysis – Synthesis and Polarization of light. The didactical approach, which is a proposal for scientific to educational models transformation concerning light, was applied during the school years 2015-2017 to one hundred forty three (143) students of upper secondary education in Athens, Greece. We present the educational software and the assessment/evaluation of the software. Results and general conclusions from the statistical analysis of this computer supported didactical attempt are also presented.

scholarly journals Patterns, Consequences, and Possible Causes of Dropout in Upper Secondary Education in Mexico

2015 ◽  
Vol 2015 ◽  
pp. 1-12 ◽  
Author(s):  
Raja Bentaouet Kattan ◽  
Miguel Székely
Keyword(s):  
Secondary Education ◽  
Detailed Analysis ◽  
Statistical Methods ◽  
Value Added ◽  
State Level ◽  
School Dropout ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Individual Family ◽  
Education In Mexico

The present study provides a detailed analysis of upper secondary education dropout patterns in Mexico, exploring its consequences and possible causes. To perform the analysis we combine different databases and statistical methods ranging from the use of surveys with information on specific individuals to data aggregated at the municipal and state level. The main value added is the simultaneous analysis of the influence of individual-family, community, and macroaggregate factors, on school dropout in the country.

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.

scholarly journals STUDENTS AND STUDENT TEACHERS´ ABILITY TO NAME ANIMALS IN ECOSYSTEMS: A PERSPECTIVE OF ANIMAL KNOWLEDGE AND BIODIVERSITY

2014 ◽  
Vol 13 (4) ◽  
pp. 559-572
Author(s):  
Eija Yli-Panula ◽  
Eila Matikainen
Keyword(s):  
Secondary Education ◽  
Student Teachers ◽  
Tropical Rainforest ◽  
Coniferous Forest ◽  
Animal Knowledge ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Animal Names ◽  
Web Research

In this survey Finnish lower and upper secondary education students´ and student teachers´ (n=514) knowledge of the animal names (species) in relation to ecosystems was studied using a questionnaire. The results were interpreted with regard to the biodiversity of the ecosystem. Nordic fen, spruce-dominated coniferous forest, tropical rainforest, and savannah were studied. The respondents were aware of animals living in the four ecosystems, especially of mammals and birds. The animals of the indigenous Nordic fen were the least known, as evidenced by the low average number of the names and the highest number of falsely named animals. Furthermore, the animals of the savannah were the best known by the students in lower and upper secondary education, while the animals of the spruce-dominated coniferous forest were best known by student teachers. The invertebrates were nearly forgotten from all ecosystems, although they are an essential part of biodiversity and food chain/web. Research results show that students’ knowledge of the animals in relation to their autecological matters should be improved in all information sources provided. Key words: animals, biodiversity, ecosystem, Finnish students in lower and upper secondary education, Finnish student teachers

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

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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