Subjective Happiness Optimizes Educational Outcomes: Evidence from Filipino High School Students

2017 ◽  
Vol 20 ◽  
Author(s):  
Jesus Alfonso D. Datu ◽  
Jana Patricia Valdez ◽  
Ian Kenneth Cabrera ◽  
Maria Guadalupe Salanga
Keyword(s):  
High School ◽  
High School Students ◽  
Path Analysis ◽  
Educational Outcomes ◽  
Student Outcomes ◽  
Emotional Engagement ◽  
Educational Setting ◽  
Subjective Happiness ◽  
School Students ◽  
Practical Implications

AbstractSubjective happiness has been found to be associated with key psychological outcomes. However, there is paucity of research that assessed how subjective happiness is related to a number of positive student outcomes in the educational setting. The objective of the study was to assess the associations of subjective happiness with academic engagement, flourishing, and school resilience among 606 Filipino high school students (mage = 13.87; nboys = 300, ngirls = 305, nmissing = 1) in the Philippine context. Results of path analysis demonstrated that subjective happiness positively predicted behavioral engagement (β = .08, p < .01), emotional engagement (β = .08, p < .01), flourishing (β = .17, p < .01), and school resilience (β = .18, p < .01) even after controlling for gender. The theoretical and practical implications of the findings are discussed.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

2014 ◽  
Vol 11 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Steven R. Aragon ◽  
V. Paul Poteat ◽  
Dorothy L. Espelage ◽  
Brian W. Koenig
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Victimization ◽  
Educational Outcomes ◽  
School Students

Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

2017 ◽  
Vol 54 (3) ◽  
pp. 396-411 ◽  
Author(s):  
Felix Donovan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Young People ◽  
Educational Outcomes ◽  
Mixed Methods Research ◽  
School Transitions ◽  
School Students ◽  
Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

Creative Thinking in Mathematics in Israeli High School Students

2005 ◽  
Vol 20 (2) ◽  
pp. 155-165
Author(s):  
Nava L. Livne ◽  
Roberta M. Milgram
Keyword(s):  
High School ◽  
High School Students ◽  
Creative Thinking ◽  
Large Scale ◽  
School Students ◽  
Mathematical Talent ◽  
Domain Specific ◽  
Iq Scores ◽  
Practical Implications ◽  
11Th Grade

The authors distinguished both theoretically and empirically between academic and creative abilities in mathematics. The former was postulated as intelligence applied to mathematics and the latter as creative thinking, operationally defined as ideational fluency, applied to mathematics. The findings of a large-scale study of 10th and 11th grade students (N = 1,090) conducted in Israel indicated that creative thinking constitutes a necessary but not sufficient component in creative thinking in mathematics. The practical implications of these findings are that it would be worthwhile to add reliable measures of both general creative thinking and domain-specific creative ability in mathematics, such as the ones developed in the current study, to IQ scores and school grades in order to identify pupils with such abilities and to help them realize their mathematical talent.

Sign in / Sign up

Export Citation Format

Share Document