Role of Interdisciplinary Teaming in High School on Academic Performance

The hypothesis that optimism about college is associated with academic performance was tested. The Optimism About College Life Scale was administered to 67 male and 36 female entering college freshmen, and scores correlated (.22) with grade-point averages two years later. College optimism also was significantly associated ( r = .22) with high-school grades, suggesting that the more able students are more optimistic about college and obtain higher grades in college. When the effect of high-school grades was held constant, however, the association between optimism and college academic performance diminished to a non-significant r of .17. Research on self-concept variables and college performance might also profit from a similar analysis of the role of previous academic performance.

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Does Stereotype Threat Deteriorate Academic Performance of High School Students With Learning Disabilities? The Buffering Role of Psychological Disengagement

Journal of Learning Disabilities ◽

10.1177/0022219419849107 ◽

2019 ◽

Vol 52 (4) ◽

pp. 312-323 ◽

Cited By ~ 1

Author(s):

Fengqing Zhao ◽

Sen Li ◽

Tianran Li ◽

Guoliang Yu

Keyword(s):

High School ◽

Learning Disabilities ◽

Academic Performance ◽

High School Students ◽

Stereotype Threat ◽

Students With Learning Disabilities ◽

School Students

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Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

PLoS ONE ◽

10.1371/journal.pone.0253552 ◽

2021 ◽

Vol 16 (6) ◽

pp. e0253552

Author(s):

María del Mar Molero Jurado ◽

María del Carmen Pérez-Fuentes ◽

África Martos Martínez ◽

Ana Belén Barragán Martín ◽

María del Mar Simón Márquez ◽

...

Keyword(s):

High School ◽

Emotional Intelligence ◽

Academic Performance ◽

High School Students ◽

School Students ◽

The Face ◽

School Burnout ◽

Academic Events ◽

Low Performance

Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.

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High School Guidance Counselor Recommendations: The Role of Student Race, Socioeconomic Status, and Academic Performance

Journal of Applied Social Psychology ◽

10.1111/j.1559-1816.2011.00725.x ◽

2011 ◽

Vol 41 (3) ◽

pp. 536-558 ◽

Cited By ~ 6

Author(s):

Frank Linnehan ◽

Christy H. Weer ◽

Paul Stonely

Keyword(s):

High School ◽

Socioeconomic Status ◽

Academic Performance ◽

Guidance Counselor ◽

School Guidance ◽

School Guidance Counselor

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Role of an Academic Performance Committee

Journal of Dental Education ◽

10.1002/j.0022-0337.1969.33.1.tb00135.x ◽

1969 ◽

Vol 33 (1) ◽

pp. 101-104

Author(s):

JC Hickey ◽

MT Romano ◽

RK Jarecky

Keyword(s):

Academic Performance

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Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽

10.1027/0227-5910/a000709 ◽

2020 ◽

pp. 1-8

Author(s):

Chao S. Hu ◽

Jiajia Ji ◽

Jinhao Huang ◽

Zhe Feng ◽

Dong Xie ◽

...

Keyword(s):

High School ◽

Suicide Prevention ◽

Cause Of Death ◽

Facial Expressions ◽

Emotional Reaction ◽

Suicide Method ◽

University Teachers ◽

Advice Giving ◽

Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

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