A multilevel analysis of change in hatred of academic work during high school: focusing on the sociocultural background of Korea

2019 ◽  
Vol 29 (2) ◽  
pp. 166-176 ◽  
Author(s):  
Minyoung Lee ◽  
Soohyun Cho ◽  
Sang Min Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Autonomy Support ◽  
Economic Status ◽  
School Students ◽  
Individual Level ◽  
Policy Interventions ◽  
The Individual ◽  
Multilevel Growth Model

AbstractDevelopment of academic hatred was examined at four time points across 7 months among 1,015 South Korean high school students. A multilevel growth model showed that the baseline of, and change in, academic hatred varied across individuals and classrooms. At the individual level, gender, parents’ academic pressure, depression, and test anxiety were related to the initial level of academic hatred; gender and test anxiety were associated with a decrease in academic hatred over time. At the class level, lower socio-economic status and higher teachers’ autonomy support were associated with a lower baseline of academic hatred, and higher teachers’ autonomy support decreased academic hatred. Influence mechanisms of protective and risk factors on students’ academic hatred can be considered for strategic and policy interventions.

Environmental and Behavioral Influences of Physical Activity in Junior High School Students

2017 ◽  
Vol 14 (10) ◽  
pp. 785-792 ◽  
Author(s):  
Kent A. Lorenz ◽  
Hans van der Mars ◽  
Pamela Hodges Kulinna ◽  
Barbara E. Ainsworth ◽  
Melbourne F. Hovell
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Systematic Observation ◽  
School Students ◽  
Behavioral Support ◽  
Individual Level ◽  
The Individual

Background:Increasing access and opportunity for physical activity (PA) in schools are effective; however, not everyone experiences the same effects. Prompting and reinforcement may encourage more frequent participation in recreational PA during the school day. The purpose of this study was to investigate a lunchtime PA intervention on whole school PA participation and whether behavioral support enhanced these effects.Methods:A modified reversal design compared an environmental and an environmental plus behavioral support intervention on lunchtime PA participation versus baseline levels in a suburban junior high school in the western United States (N = 1452). PA and related contextual data were collected using systematic observation.Results:Significantly more girls and boys were observed in PA during the interventions compared with baseline phases (F2,1173 = 13.52, P < .0001, η2 = .023; F2,1173 = 20.14, P < .0001, η2 = .033, for girls and boys, respectively). There were no significant differences between the environmental phase and the environment plus behavioral support phase.Conclusion:Providing access and opportunity significantly increased the number of girls and boys observed in PA during a lunchtime program, with no additive effects of behavioral support. Further research into providing the individual-level contingencies at an institutional level is needed.

scholarly journals Do School-Level Factors Affect the Health Behaviors of High School Students in Korea?

2022 ◽  
Vol 19 (2) ◽  
pp. 751
Author(s):  
Seon-Hui Kwak ◽  
Hyo-Jin Lee ◽  
Bo-Mi Shin
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Health Behaviors ◽  
School Level ◽  
Vocational Schools ◽  
School Students ◽  
Individual Level ◽  
Intensity Physical Activity ◽  
The Individual

We conducted a multilevel analysis to identify the individual- and school-level factors that affect Korean high school students’ tooth brushing, soda intake, smoking, and high-intensity physical activity. We sampled 27,919 high school students from the 15th Korea Youth Risk Behavior Web-Based Survey. The individual-level variables included demographic, socioeconomic, and health-related factors. The school-level variables included school system and school type. Regarding the individual-level factors, economic level and academic performance had a significant effect on health behavior when the demographic variables were adjusted. In the final model, the school-level factors had a significant effect on health behavior. The odds ratio (OR) of brushing less than twice a day in vocational schools compared to general schools was 1.63 (p < 0.001), and the OR of soda intake more than three times a week in vocational schools was 1.33 (p < 0.001). In addition, the OR of smoking in vocational schools was 2.89 (p < 0.001), and the OR of high-intensity physical activity in vocational schools was 0.80 (p < 0.001). Therefore, both individual- and school-level factors affect Korean students’ health behaviors. A school-based comprehensive health promotion strategy should be developed that considers schools’ characteristics to equip all students with health awareness, regardless of socioeconomic status.

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.

Making Entrepreneurs? Makerspaces and Entrepreneurial Intent Among High School Students

2021 ◽  
pp. 097135572110256
Author(s):  
Eric Joseph van Holm
Keyword(s):  
High School ◽  
High School Students ◽  
New Orleans ◽  
Economic Status ◽  
School Students ◽  
Important Resource ◽  
Socio Economic Status ◽  
Professional Goals ◽  
Entrepreneurial Intent ◽  
K 12

Makerspaces have grown over the last two decades and provide a potentially important resource to entrepreneurs. One area where the expansion of makerspaces has been the largest is in educational settings, at both K-12 schools and colleges. However, scant research to date has analysed whether students visiting a makerspace have any relationship with their professional goals or intentions. This study uses a survey conducted in New Orleans to analyse the predictors of what students use a makerspace, and the potential relationship visiting may have with entrepreneurial intent. The analysis finds that students with a higher socio-economic status appear to use makerspaces more often, and that students who visited makerspaces are more likely to express interest in starting their own businesses.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

PS 15-05 Test anxiety correlates with 24-hour ambulatory blood pressure and angiotensin II in high school students

2016 ◽  
Vol 34 (Supplement 1) ◽  
pp. e460
Author(s):  
Qiubo Jiang ◽  
Yingxin Zhao ◽  
Qiang Hou ◽  
Hui Sui ◽  
Huaibao Lü ◽  
...  
Keyword(s):  
High School ◽  
Blood Pressure ◽  
High School Students ◽  
Angiotensin Ii ◽  
Test Anxiety ◽  
Ambulatory Blood Pressure ◽  
School Students
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