Peer bullying, self-serving cognitive distortions and school moral climate perception in Spanish and Dutch secondary school students / Acoso escolar, distorsiones cognitivas en beneficio propio y percepción del clima moral escolar en estudiantes de secundaria de España y Holanda

2019 ◽  
Vol 42 (2) ◽  
pp. 337-373 ◽  
Author(s):  
Kevin van der Meulen ◽  
Daniel Brugman ◽  
Olga Hoyos ◽  
Cristina del Barrio
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Distortions ◽  
School Students ◽  
Climate Perception ◽  
Peer Bullying

scholarly journals Cognitive Distortions And It’s Relationship With Exam Anxiety And The Perceived Self-Efficacy Among Secondary School Students In Sakhnin City: التشوهات المعرفية وعلاقتها بقلق الامتحان والكفاءة الذاتية المدركة  لدى طلبة المرحلة الثانوية في مدينة سخنين

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Hussin Kmal Hussin Knamh, Moeen Nsrawen
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Cognitive Distortions ◽  
Significant Negative Correlation ◽  
Future Research ◽  
Validity And Reliability ◽  
School Students ◽  
Secondary Stage ◽  
Exam Anxiety

  This study aimed to identify the cognitive distortions and It’s relationship with exam anxiety and the perceived self-efficacy among secondary school students in sakhnin city in palestine. The study sample consisted of (175) male and female of students in the secondary stage in sakhnin city during the second semester of the academic year (2018/2019). To achieve the aim of the study, the researcher developed the standards of both cognitive distortions, and anxiety of the exam, and perceived self-efficacy. Validity and reliability for both scales were obtained. The results showed a low level of cognitive distortions and exam anxiety among secondary school students in sakhnin city, and a high level of perceived self-efficacy among secondary school students in sakhnin city. The results showed a statistically significant positive correlation between cognitive distortions and exam anxiety among secondary school students in sakhnin city. Also a statistically significant negative correlation found between cognitive distortions and perceived self-efficacy among secondary school students in sakhnin city. Several recommendations and suggestions were provided; including the need for future research investigating the relationships between the cognitive distortions, and anxiety of the exam, and perceived self-efficacy in the light of gender and classroom variables.

scholarly journals School Attachment and Peer Bullying as the Predictors of Early Adolescents’ Resilience

2016 ◽  
Vol 6 (1) ◽  
pp. 02-10
Author(s):  
Zeynep Karatas ◽  
Ozlem Tagay ◽  
Firdevs Savi Cakar
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Negative Relationship ◽  
Early Adolescents ◽  
Early Adolescent ◽  
Hierarchical Regression ◽  
School Students ◽  
School Attachment ◽  
Resilience Scale ◽  
Peer Bullying

The purpose of this study is to determine whether there is a relationship among resilience, school attachment, peer-bullying levels and the extent to which the variables of school attachment and peer bullying levels contribute to the prediction of resilience. The study was carried out with 355 secondary school students in Ankara, 195 (%55) of which were girls, 160 (%45) which were boys. Resilience Scale for Early Adolescents, School Attachment Scale for Children and Adolescents, The Peer Bully-Victim Questionnaire- Adolescent Form were used in the study. Correlation Coefficient of Pearson Moments and Hierarchical Regression Analysis were used in the analysis of the data. As a consequence, it was determined that there is a positive relationship between resilience and school attachment but a negative relationship between resilience and peer bullying. Also, it was observed that the variables of school attachment, peer bullying significantly predict resilience. Keywords: Resilience, school attachment, peer bullying, early adolescent 

scholarly journals An Analysis of the Attitudes of Secondary School Students on Cyber Bullying Behaviors

2021 ◽  
Vol 13 (4) ◽  
pp. 239-266
Author(s):  
Erinç Ercag
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Secondary School Students ◽  
Personal Information ◽  
Cyber Bullying ◽  
School Students ◽  
Data Collection Process ◽  
Peer Bullying ◽  
Bullying Behaviors

The utilization of ICT in education has led to the widespread use of these technologies by students. Accordingly, traditional peer bullying has shifted from the school playgrounds to the virtual world and thus created an updated form of bullying called cyber bullying. The purpose of this study is to look into Cyber Bullying Behaviors of Secondary School Students in Northern Cyprus. The randomly selected sample consisted of a total 1206 students attending junior high school, high school and vocational high schools in the 2018-2019 academic year. A descriptive research method of the general survey model was applied in this research. The students were given a questionnaire form that included a ‘Cyber bullying Scale’ and a ‘Personal Information Form’ during the data collection process. The results determined that the students of secondary and vocational secondary education engaged in low level cyber bullying behaviors. It is believed that the results obtained will contribute to the prevention of cyber bullying behaviors and to future studies towards encouraging a boost in healthy internet usage.

scholarly journals PUSH AND PULL FACTORS OF NEGATIVE SOCIAL BEHAVIOURS AMONG SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 37 (03) ◽  
pp. 311-322
Author(s):  
Syed Zubair Haider ◽  
Uzma Munawar ◽  
Shaista Noreen
Keyword(s):  
Secondary School ◽  
Social Behaviour ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
School Students ◽  
Pull Factors ◽  
Push And Pull Factors ◽  
The Social ◽  
Peer Bullying ◽  
Push And Pull

Education is considered critical for both showing positive behaviour and regulating negative social behaviour and affecting the social attitudes by improving one's ability to perceive others. Hence, this research examined the push and pull factors of Negative Social Behaviour among secondary school students. In this research, we collect data over two self-developed questionnaires. Thus, total 500 students (252 female, 248 male) and 120 teachers (60 male, 60 female) from 04 districts of Punjab were selected conveniently. The EFA revealed 06 dimensions possibly be extracted from two questionnaires designed for the students and teachers separately. Multilevel analyses mean SD, Pearson correlation, and independent-sample t-test were performed. Findings reveal that parents’ conflicts, peer’ bullying, teachers’ insulting behaviours and students’ sarcastic attitude are the major push factors that cause de-motivation and promote NSB among students. These factors severely influence students’ personality, and as a result, students lost study interest, behave roughly and violate the institutions’ rules.

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.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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