Facilitating Postsecondary Transition and Promoting Academic Success Through Language/Literacy-Based Self-Determination Strategies

2018 ◽  
Vol 49 (2) ◽  
pp. 176-188 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Transition Planning ◽  
Self Regulation ◽  
Secondary School Student ◽  
Self Determination ◽  
Literacy Intervention ◽  
Postsecondary Transition ◽  
School Students ◽  
Language Literacy

PurposeAs noted by Powell (2018), speech-language pathologists (SLPs) are an integral part of the overarching curriculum for all students in schools, and this holds true for adolescents who require transition planning. The purpose of this tutorial is to focus on transition planning for secondary school students with a language-based learning disability (LLD) and provide a case illustration for how SLPs may use self-determination strategies to facilitate postsecondary transition while promoting academic success.MethodAs students with LLD enter secondary school, they are expected to write and think at more complex levels than ever before to meet post-graduation workforce demands, yet the provision of needed language–literacy intervention services drastically declines. Teaching students with LLD self-determination skills, such as awareness of their own strengths and limitations, self-advocacy strategies, and self-regulation, is found to be related to positive post-school outcomes and can be readily integrated into transition planning by the SLP.ConclusionSLPs may ideally support secondary school student language–literacy needs in transition planning by using self-determination strategies to help access the curriculum and experience postsecondary success.

Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Umar Abdullahi ◽  
Musa Sirajo
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Secondary School Student ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
School Students ◽  
Quality Of Instruction ◽  
The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

scholarly journals Psychological Counseling: Ways of Alleviating Stress and Anxiety among Senior Secondary School Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Zaki Akhtar ◽  
Prasant
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Secondary School Student ◽  
Psychological Counseling ◽  
School Students ◽  
Senior Secondary School ◽  
Student Stress ◽  
Effective Counseling ◽  
Correlation Result ◽  
Senior Secondary

Highly competitive school environment and unexpected parental pressure led the students’ life more distress and full of depression. Such pressure and environmental constraints must be dealt with effective counseling process. Hence, they need psychological counseling in all walks of life. The present study aimed to explore the level of Stress and Anxiety among senior secondary school student approaching board exam. It is also an attempt investigate the effect of counseling on alleviation of stress and Anxiety. A sample of 100 students (50girls and 50 boys) from senior secondary school was selected from Jamshedpur .Student stress scale standardized by Akhtar (2011) and Sinha’s anxiety inventory developed by D. Sinha’s (1961, 1968). The data were analyzed by using T-test and correlation. Result revealed that the pre counseling level of stress and Anxiety differed significantly. Correlation coefficient revealed that there is positive correlation between stress and Anxiety.

scholarly journals Moemoea: A digital tool to train secondary school student resilience and motivation for success

2021 ◽  
Author(s):  
◽  
Thomas Johnson
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Business Case ◽  
Technological Advancement ◽  
Digital Tool ◽  
School Students ◽  
Low Socioeconomic

<p>Secondary school students in New Zealand have been underachieving in recent years, with one of the largest performance gaps between high and low performing students in the OECD. With an overrepresentation of Māori, Pasifika and low socioeconomic students in this low performing group, this research explores an innovative solution and presents a business case of Moemoea- a digital tool to train resilience and self-motivation to support student success. Disruption of jobs with automation in future workplaces from rapid technological advancement requires workers to be proficient in digital literacy, resilience, and self-motivation. The literature suggests that these skills lead to improved confidence and academic outcomes and were the same capabilities required beyond school, in the new digitally focused work environment.  This research interviewed 14 Māori, Pasifika and low socioeconomic secondary school students, collecting first-hand experiences of resilience, motivation, and resources that support successful academic outcomes at school. The research findings identified an untapped opportunity between high digital skills and access to technology and a lack of student motivation and resilience levels to harness this advantage to improve student learning.  Government ministries are identified as a likely customer because they are the entity currently addressing the performance gap between high and low achievers in New Zealand secondary schools. The findings and business case demonstrate the feasibility of investment in the research and development of both Moemoea and other possible solutions to poor performing students.</p>

scholarly journals Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Logan Fiorella ◽  
So Yoon Yoon ◽  
Kinnari Atit ◽  
Jason R. Power ◽  
Grace Panther ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Test Anxiety ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Intrinsic Value ◽  
Self Regulation ◽  
School Students ◽  
Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

The Interaction of Secondary School and University as a Condition for Self-Determination among High School Students

2021 ◽  
Vol 13 (4) ◽  
pp. 39-57
Author(s):  
E.L. Berezhkovskaya ◽  
L.G. Kravtsov
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Survey Methods ◽  
Social Situation ◽  
Further Education ◽  
Self Determination ◽  
Self Awareness ◽  
School Students ◽  
Age Related ◽  
Moscow School

The interaction of secondary school and university is most often focused not on the development of the personality of students, but on their choice of directions for further education. We assume that the level of development of the personality of adolescents does not correspond to the age-related task of professional self-determination. To test this hypothesis, we used a set of projective and survey methods aimed at studying the level of development of self-awareness, conceptual thinking and motivational sphere, including in relation to the choice of a profession. In addition, we studied the current interests of adolescents and their relationship to school. The study was conducted on a sample of 153 Moscow school students aged 14-17 years. The results obtained show that worries about the imminent graduation from school and the choice of a profession leaves an imprint on the state of schoolchildren, and success in this matter seems to them overvalued. The personal interests and plans of the children are suppressed by the fear of final exams and admission to a university. Based on the data obtained, we concluded that it is necessary to bridge the gap between the real interests and needs of schoolchildren and the educational environment. As a means for this, a special subdivision of the school and the university is proposed – "School Campus". The work of the "School Campus" can provide a change in the social situation of the development of schoolchildren, removing this contradiction.

Indeks dan Profil Kecerdasan Emosi Pelajar Sekolah Menengah

2012 ◽  
Author(s):  
Saemah Rahman ◽  
Noriah Mohd. Ishak ◽  
Zuria Mahmud ◽  
Ruslin Amir
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Regulation ◽  
Self Awareness ◽  
School Students ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory ◽  
The Media ◽  
The Relationship ◽  
Fourth Quartile

Kajian empirikal ke atas kecerdasan emosi telah menunjukkan bahawa wujudnya perkaitan yang rapat antara kecerdasan emosi dengan tingkah laku pelajar. Pada masa yang sama, laporan mengenai beberapa kejadian yang berkaitan dengan cetusan emosi dalam kalangan pelajar di negara kita menimbulkan persoalan tentang tahap kecerdasan emosi mereka. Kajian ini bertujuan mengenal pasti indeks kecerdasan emosi dalam kalangan pelajar sekolah menengah dan menghuraikan profil kecerdasan emosi mereka. Sampel kajian ini terdiri daripada 513 orang pelajar tingkatan dua dan empat di empat buah sekolah di negeri Selangor dan Negeri Sembilan. Inventori Kecerdasan Emosi Malaysia – Remaja (IKEM–R) ditadbir untuk mengukur kecerdasan emosi responden. Indeks kecerdasan emosi diukur berdasarkan tujuh domain kecerdasan emosi bermula dari 0 – 100 bagi menggambarkan kedudukan kecerdasan emosi mereka. Hasil kajian mendapati bahawa indeks kecerdasan emosi pelajar–pelajar yang dikaji ialah 76.02, iaitu berada di bahagian bawah kuartil keempat. Profil kecerdasan emosi bagi keseluruhan sampel mendapati terdapat tiga domain yang memperoleh skor kurang dari 75 peratus, iaitu domain–domain regulasi kendiri, kemahiran sosial dan kesedaran kendiri. Justeru, ketiga–tiga domain ini perlu diberi perhatian untuk meningkatkan kecerdasan emosi mereka secara keseluruhan. Kertas ini juga melaporkan profil kecerdasan emosi mengikut tingkatan, jantina dan lokasi sekolah. Kata kunci: Kecerdasan emosi; perkembangan emosi; remaja Empirical research on emotional intelligence has uncovered the relationship between emotional intelligence and students’ behavior. Concomitantly, reports in the media regarding events that are related to emotional outburst among the students raised an issue about students’ level of emotional intelligent. This study aims to identify emotional intelligence quotient among secondary school students. Additionally, this study also aims to describe their emotional intelligence profile. Sample of the study consisted of 513 form two and form four students from four schools in Selangor and Negeri Sembilan. Malaysian Emotional Quotient Inventory for adolescene (MEQI–A) was administered to determine the emotional quotient of the respondent. The EQ index was calculated based on the seven domains and ranging from 0 – 100 to describe individual’s emotional intelligence. Results of the study showed emotional intelligence index of the respondents at 76.02 that is in the lower part of the fourth quartile. The emotional intelligence profile for the whole sampel showed respondents scored less than 75 percent in three domains namely the domain of self–regulation, social skills and self awareness. Thus, these domains should be addressed accordingly in order to increase students’ emotional intelligence as a whole. This paper also reported the profile of emotional intelligence according to form, gender and school location. Key words: Emotional intelligence; emotional development; adolescence

scholarly journals Technological Factors That Influence the Mathematics Performance of Secondary School Students

Mathematics ◽  
2020 ◽  
Vol 8 (11) ◽  
pp. 1935
Author(s):  
Melchor Gómez-García ◽  
Hassan Hossein-Mohand ◽  
Juan Manuel Trujillo-Torres ◽  
Hossein Hossein-Mohand ◽  
Inmaculada Aznar-Díaz
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Phone Calls ◽  
Education Levels ◽  
Information And Communication ◽  
Internet Searches ◽  
At Home

Although the value of information and communication technology (ICT) is positive and its use is widespread, its potential as a teaching tool in mathematics is not optimized and its methodological integration is rare. In addition, the availability of ICT resources in schools is positively associated with the academic success of students, and the availability of ICT resources at home is negatively associated with their success. To determine the relationships among academic performance, uses, and available ICT resources, a total of 2018 secondary school students participated in the present study. The uses and available ICT resources, and the learning of mathematics and ICT, were evaluated using a validated 11-item questionnaire. Statistical analysis reveals that, of the secondary education levels, the lowest results are observed in the third year. A total of 64% of students affirm that they use ICT at home to study mathematics. In addition, 33.61% of the students affirm that they use their mobile phones frequently while studying at home. However, it should be noted that between 23.80% and 28.44% affirm that they dedicate more than 4 h per day to phone calls. Educational level is a predictor of academic performance in mathematics associated with students’ uses of ICT. The scores indicate that the computer is generally used for Internet searches, thus, limiting the use of ICT for educational purposes. Furthermore, there is a difference regarding gender.

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