School Ethnic Composition, Social Contexts, and Educational Plans of Mexican-American and Anglo High School Students

Abstract. Skilled in pragmatic language, means skilled in using language forms ( words, phrases and clauses appropriately according to the conditions, situations and social contexts behind it. Such pragmatic skills may be established if the situation, conditions and social context behind the use of the language can be adequately mastered. This study aims to describe the percentage of contributions to the mastery of sociolinguistic concepts with pragmatic skills. In line with the purpose of the study, sociolinguistic mastery data with pragmatic skills of 28 sample people netted with test instruments and analyzed with statistics r¬2.From the results of the analysis conducted, obtained a determination index of 0.78 which means; mastery of sociolinguistic concepts contributes 78% to the achievement of students' pragmatic skills. In accordance with the results of the above analysis, it can be concluded that mastery of sociolinguistic concepts is a variable of criteria that contributes very meaningfully to the improvement of pragmatic skills. Thus, the research hypothesis yaang said that the mastery of the concept of sociolinguistics contributes meaningfully to the development of pragmatic skills of students of SMP Negeri 1 Nias Selatan, the truth is proven

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The Dimensions of Self-Concept (Dosc) as Predictors of Academic Achievement Among Mexican-American Junior High School Students

Educational and Psychological Measurement ◽

10.1177/001316448104100325 ◽

1981 ◽

Vol 41 (3) ◽

pp. 835-842 ◽

Cited By ~ 11

Author(s):

Michael M. Omizo ◽

Victoria L. Hammett ◽

Donald A. Loffredo ◽

William B. Michael

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Junior High School ◽

Mexican American ◽

Junior High ◽

Junior High School Students ◽

Self Concept ◽

School Students ◽

Predictors Of Academic Achievement

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Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort

Socius Sociological Research for a Dynamic World ◽

10.1177/2378023120918082 ◽

2020 ◽

Vol 6 ◽

pp. 237802312091808

Author(s):

John Robert Warren ◽

Chandra Muller ◽

Robert A. Hummer ◽

Eric Grodsky ◽

Melissa Humphries

Keyword(s):

High School ◽

High School Students ◽

Young Adult ◽

Educational Attainment ◽

Cognitive Skills ◽

Capital Accumulation ◽

Adult Mortality ◽

Social Contexts ◽

School Students ◽

High School And Beyond

What dimensions of education matter for people’s chances of surviving young adulthood? Do cognitive skills, noncognitive skills, course-taking patterns, and school social contexts matter for young adult mortality, even net of educational attainment? The authors analyze data from High School and Beyond, a nationally representative cohort of about 25,000 high school students first interviewed in 1980. Many dimensions of education are associated with young adult mortality, and high school students’ math course taking retains its association with mortality net of educational attainment. This work draws on theories and measures from sociological and educational research and enriches public health, economic, and demographic research on educational gradients in mortality that has relied almost exclusively on ideas of human capital accumulation and measures of degree attainment. The findings also call on social and education researchers to engage together in research on the lifelong consequences of educational processes, school structures, and inequalities in opportunities to learn.

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