Gender and Age Changes in Math Mindset in Urban Sample of Elementary and Secondary School Students

2019 ◽  
Author(s):  
Beijia Tan ◽  
Jenee Love ◽  
Leigh Harrell-Williams ◽  
Christian E. Mueller ◽  
Martin H. Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Age Changes ◽  
School Students ◽  
Gender And Age ◽  
Urban Sample

scholarly journals Internet addiction among secondary school students conditioned by gender and age

2021 ◽  
Author(s):  
Igor LUKİĆ ◽  
Nikola SAVİĆ ◽  
Ivana VUKOSAVLJEVİĆ ◽  
Nevena RANKOVİĆ ◽  
Dragica RANKOVİĆ
Keyword(s):  
Secondary School ◽  
Internet Addiction ◽  
Secondary School Students ◽  
School Students ◽  
Gender And Age

scholarly journals Cyberbullying Bystanders

2017 ◽  
Vol 8 (1) ◽  
pp. 44-55 ◽  
Author(s):  
Marilyn Anne Campbell ◽  
Chrystal Whiteford ◽  
Krystle Duncanson ◽  
Barbara Spears ◽  
Des Butler ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Large Network ◽  
Social Phenomenon ◽  
Traditional Bullying ◽  
School Students ◽  
Social And Emotional ◽  
Gender And Age ◽  
Emotional Effects ◽  
Primary And Secondary School

Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.

Cyberbullying Bystanders

2020 ◽  
pp. 113-129
Author(s):  
Marilyn Anne Campbell ◽  
Chrystal Whiteford ◽  
Krystle Duncanson ◽  
Barbara Spears ◽  
Des Butler ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Large Network ◽  
Social Phenomenon ◽  
Traditional Bullying ◽  
School Students ◽  
Social And Emotional ◽  
Gender And Age ◽  
Emotional Effects ◽  
Primary And Secondary School

Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.

scholarly journals Parental monitoring and rule-breaking behaviour in secondary school students

2017 ◽  
Vol 49 (1) ◽  
pp. 99-115
Author(s):  
Marina Kovacevic-Lepojevic
Keyword(s):  
Secondary School ◽  
Parental Monitoring ◽  
Secondary School Students ◽  
Parental Control ◽  
Parental Knowledge ◽  
School Students ◽  
Child Disclosure ◽  
Gender And Age ◽  
Rule Breaking ◽  
And Gender

Parental monitoring is recognised as one of the most important family factors that are associated with rule-breaking behaviour. The objective of this paper is to determine the nature of correlations between parental monitoring and its key components (parents? knowledge, child disclosure, parental solicitation and parental control) and rule-breaking behaviour. Additionally, the prediction of the rule-breaking behaviour by parental monitoring variables, age and gender will be considered. The sample included 507 secondary school students from Belgrade, aged 15 to 18. The data on rule-breaking behaviour were collected through ASEBA YSR/11-18, and on parental monitoring via the Parental monitoring scale. The most important conclusions are the following: the strongest negative correlations are found between parental knowledge and child disclosure with rule-breaking behaviour; child disclosure is the most important source of parental knowledge; the variables of parental monitoring, gender and age explained 31.4% of the variance of rule-breaking behaviour; finally, parental control and age, unlike other variables, did not predict rule-breaking behaviour. Given that parents mostly know how children spend their free time only if the children tell this to them, it is recommended that the prevention programme of rule-breaking behaviour should be oriented towards the improvement of parent-child relationships instead of focusing on parental control and supervision.

scholarly journals Diferencias por sexo y edad en actitudes hacia temas morales en estudiantes de educación secundaria. / Gender and Age Differences in Attitudes Toward Moral Subjects in Secondary School Students

2015 ◽  
Vol 2 (4) ◽  
pp. 183
Author(s):  
Francisco Manuel Morales Rodríguez
Keyword(s):  
Secondary School ◽  
Age Differences ◽  
Secondary School Students ◽  
School Students ◽  
Gender And Age ◽  
Gender And Age Differences ◽  
Violencia Escolar

La violencia escolar cotidiana en parejas adolescentes como reacciones agresivas proactivas y reactivas se producen con frecuencia en los centros escolares; existiendo cada vez mayor preocupación por los problemas de convivencia escolar, el deterioro de las relaciones interpersonales y  la prevención de la violencia de género en los centros educativos de Educación Secundaria.  Un elemento importante para evaluar en estas situaciones son las actitudes e  intereses en temas morales y predisposición hacia la violencia en estudiantes de educación secundaria. Por ello, en el presente estudio descriptivo se presentan los resultados de un cuestionario sobre valores y actitudes en temas morales analizando diferencias en función del género y de la edad. Los participantes en esta investigación han sido 490 estudiantes de educación secundaria, con edades comprendidas entre los 11 y los 15 años, con una edad media de 13.21 años (DT=1.19). Los resultados demuestran diferencias estadísticamente significativas por género y edad, pudiéndose apreciar, en términos generales, una mayor tendencia a la despenalización de la violencia si es en defensa de lo propio y menor predisposición a la emisión de conductas prosociales tanto en los chicos en comparación con las chicas así como en el grupo de adolescentes de menor edad. Para concluir, se destaca la importancia de una detección y evaluación temprana de actitudes e intereses hacia estos temas morales con vistas a una educación integral dirigida a la mejora de la convivencia social y a la prevención de la violencia de género.

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.

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