Factorial Invariance Testing and Latent Mean Differences for the Self-Description Questionnaire II (Short Version) with Indigenous and Non-Indigenous Australian Secondary School Students

2010 ◽  
Vol 10 (1) ◽  
pp. 47-79 ◽  
Author(s):  
Gawaian H. Bodkin-Andrews ◽  
My Trinh Ha ◽  
Rhonda G. Craven ◽  
Alexander Seesing Yeung
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Factorial Invariance ◽  
The Self ◽  
Short Version ◽  
School Students ◽  
Indigenous Australian ◽  
Invariance Testing ◽  
Latent Mean Differences ◽  
Mean Differences

SELF-ESTEEM AND HEARING IMPAIRMENT: AN INVESTIGATION OF HONG KONG SECONDARY SCHOOL STUDENTS

1997 ◽  
Vol 25 (4) ◽  
pp. 367-374 ◽  
Author(s):  
Fung Wing Yee ◽  
David Watkins ◽  
Nick Crawford
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Hearing Impairment ◽  
Secondary School Students ◽  
Self Esteem ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
The Self ◽  
School Students ◽  
Impaired Group

A comparison was made of the self-esteem of 45 moderately-severe hearing impaired and 300 normal-hearing secondary school students in Hong Kong. Analysis indicated that the hearing impaired group, particularly the males, tended to report higher self-esteem in a number of dimensions of the self. The results provide no evidence that integration into the normal classroom has damaged the self-esteem of the hearing-impaired.

Help-Seeking Behaviours of Brunei Lower Secondary School Students: Engagements with the Self, Parents, Peers and Teachers

2015 ◽  
Vol 3 (2) ◽  
pp. 15-27
Author(s):  
Rohani Matzin ◽  
◽  
Rosmawijah Jawawi ◽  
Jainatul Halida Jaidin ◽  
Lawrence Mundia ◽  
...  
Keyword(s):  
Secondary School ◽  
Help Seeking ◽  
Secondary School Students ◽  
The Self ◽  
Lower Secondary School ◽  
School Students

scholarly journals Cheating Tendency in Examinations among Secondary School Students in Nigeria: A Case Study of Schools in the Odukpani Local Government Area, Cross River State

2009 ◽  
Vol 7 (4) ◽  
pp. 410-415 ◽  
Author(s):  
Nonso Ngozika Bisong ◽  
Felicia Akpama ◽  
Pauline B. Edet
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Primary Schools ◽  
Secondary School Students ◽  
Local Government Area ◽  
School Students ◽  
Chi Square ◽  
Cross River ◽  
Cross River State ◽  
Mean Differences

This study is designed to examine cheating tendency among secondary school students in Nigeria, with evidence from schools in the Odukpani Local Government Area of Cross River State. A total of 331 respondents in Senior Secondary 3 classes were randomly selected from 10 post-primary schools in the area. A survey questionnaire was used to elicit information on cheating tendency, the level of supervision, forms of cheating behaviour, and gender influence on cheating tendency. The data were analysed using percentages and chi-square statistics to highlight mean differences with respect to the identified variables. The results revealed some levels of statistically significant differences in respect of cheating tendencies on the identified variables. Based on these findings, it is recommended that an ethical reorientation programme, combined with the implementation of a stiff penalty, will reduce cheating tendency in all levels of the Nigerian educational system.

scholarly journals Impact of Cyberbullying Behavior on the Self-Esteem among Secondary and Higher Secondary School Students in Punjab, Pakistan

2020 ◽  
Vol V (III) ◽  
pp. 385-395
Author(s):  
Fouzia Perveen ◽  
Asghar Ali ◽  
Muhammad Ramzan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Total Sample ◽  
Self Esteem ◽  
Female Students ◽  
The Self ◽  
The Internet ◽  
School Students ◽  
Use Of The Internet ◽  
The Impact

The internet users are more than four billion globally. The fast advancement in electronic technology caused an unpredictable variation in the development of students. The use of the internet has become the backbone of education and communication. The current study sets out to measure the impact of cyberbullying on the selfesteem among secondary and higher secondary school students in nine districts of Punjab, Pakistan were selected. The total sample size comprised of 3236 (1614 male 1622 female) students, and their ages were 13-19 years, recruited through conveniently sampling. Two questionnaires were employed in the present research for the purpose of data collection; Cyberbullying Scale and Rosenberg Self-Esteem Scale. The data were analyzed through Statistical Package for Social Sciences (SPSS 23.0). The quantitative results revealed that cyberbullying was significantly (p < .01) positively correlated with self-esteem. Further, linear regression results showed that cyberbullying was a significant impact on self-esteem. Results also showed the comparison between male and female samples for cyberbullying on the self-esteem, and results of the comparison showed that the mean of cyberbullying was selfesteem was significantly higher among female students than male respondents. The limitations of the results are discussed.

scholarly journals Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students

2020 ◽  
Vol 12 (17) ◽  
pp. 6752 ◽  
Author(s):  
Enric Ortega-Torres ◽  
Joan-Josep Solaz-Portoles ◽  
Vicente Sanjosé-López
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Science Achievement ◽  
Secondary School Students ◽  
Management Strategies ◽  
The Self ◽  
School Students ◽  
The Relationship ◽  
Cognitive And Metacognitive Strategies

The relationship between motivation and the use of learning strategies is a focus of research in order to improve students’ learning. Meaningful learning requires a learner’s personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students’ motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students’ science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7–11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students’ science achievement; (2) students’ motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students’ performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the strongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students’ self-efficacy in science, in line with previous studies.

scholarly journals Implementation of Self-Assessment on The Formative Test in Chemistry Using Feedback Clue

2020 ◽  
Vol 3 (2) ◽  
pp. 120
Author(s):  
Wiwi Siswaningsih ◽  
Budi Susetyo ◽  
Zakiyah Pujiastuti
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
The Self ◽  
Upper Secondary School ◽  
School Students ◽  
Self Assessment ◽  
Upper Secondary ◽  
Eleventh Graders ◽  
Implementation Stage ◽  
Assessment Rubric

This study aims to describe the compliance every stage of self-assessment implementation of upper secondary school students on the topic of salt hydrolysis formative test by using feedback instructions (clue), the ability of students to conduct self-assessment on the salt hydrolysis formative test by using feedback instructions, as well as the ability of self-assessment on the formative salt hydrolysis test to be used as feedback of upper secondary school students. This research was conducted by using a descriptive method that involved 27 eleventh graders who took the Science program. The research was conducted in six stages with different compliance in every stage. The compliance category of the students’ motivation and self-assessment training stage was good, the implementation stage of a formative test using feedback instructions (clue) was good, the implementation stage of self-assessment was very good, the stage of communicating the results for feedback (ideal criteria implemented) was very good, and the stage of utilizing the results was very good. In the implementation of self-assessment, most students could carry out self-assessment well. Besides, it has also known that students were satisfied with the feedback given by using the self-assessment rubric and they got benefits in the form of feedback clue from the self-assessment rubric. This result showed that self-assessment helped educators in providing feedback to the student.

scholarly journals Deep Ecology as a framework for student eco-philosophical thinking

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
William Smith ◽  
Annette Gough
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Deep Ecology ◽  
Environmental Philosophy ◽  
The Self ◽  
Philosophical Thinking ◽  
School Students ◽  
The Earth ◽  
Ecological Philosophy

Deep ecology is an ecological philosophy that promotes an ecocentric lifestyle to remedy the problems of depleting resources and planetary degradation. An integral part of this ecosophy is the process of forming a metaphysical connection to the earth, referred to as self-realisation; an unfolding of the self out into nature to attain a transcendental, non-egoic state. Findings from our research indicate that secondary school students in environment clubs align with the principles of deep ecology, and show a capacity to become student eco-philosophers, and they report empathy for becoming ecocentric beings. This study explores the capacity for students to engage in environmental philosophy.

scholarly journals The Effectiveness of a Self-Questioning Strategy at Developing Academic Achievement and Critical-Thinking Skills among Secondary-School Students in Saudi Arabia

2021 ◽  
Vol 20 (8) ◽  
pp. 278-299
Author(s):  
Ali Tared Aldossari ◽  
Mohammed Msnhat Aldajani
Keyword(s):  
Academic Achievement ◽  
Saudi Arabia ◽  
Critical Thinking ◽  
Secondary School ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
School Students ◽  
Kingdom Of Saudi Arabia

This study aims to examine how effective a self-questioning strategy is at developing academic achievement and critical-thinking skills in the jurisprudence curriculum (Fiqh), followed by secondary-school students. The research sample is taken from secondary-school students in Dammam, the Kingdom of Saudi Arabia (KSA); 64 students from two different schools were selected: 32 as a control and 32 as an experimental group. The research instruments consist of an achievement test, a test to see how critical-thinking skills are applied to the Fiqh curriculum, and a teachers’ guide to teaching the Fiqh curriculum, using the self-questioning strategy. The study recommends the use of the self-questioning strategy when teaching the Fiqh curriculum to secondary-school students. It also highlights the need to raise teachers’ awareness of the importance of teaching critical-thinking skills. Considering the research results and recommendations, the researchers recommend several further avenues of research related to the current research variables.

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