The Relationship between High School Sector and Educational Success: Focusing on the Social Background of Private High School Students

This study is in the background by the existence of School Well-Being Problems in Vocational Students. This study aims to determine the relationship between Social Maturity and School Well-Being of Class X and XI Students in November 10, Sidoarjo Vocational High School. This research is a correlational quantitative study. This study uses a sample of 186 students consisting of classes X and XI. The sampling technique used is Statified Random Sampling. Data collection techniques in this study used 2 scales, the first was the social maturity scale and the School Well-Being scale. The results showed that the correlation coefficient was 0.993 with a significance level of p = 0.000 where p was smaller than 0.05. The results show that the hypothesis in this study is accepted. There is a relationship between social maturity with school well- being in class X and XI students in November 10, Sidoarjo Vocational High School.

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DISCURSIVE FORMED TOPICS IN INFORMATION LITERACY: LITERATURE REVIEW AND HIGH SCHOOL STUDENTS' PERSPECTIVES

Problems of Education in the 21st Century ◽

10.33225/pec/21.79.516 ◽

2021 ◽

Vol 79 (4) ◽

pp. 516-543

Author(s):

Michal Černý

Keyword(s):

High School ◽

High School Students ◽

Information Literacy ◽

Social Dimension ◽

School Students ◽

The Social ◽

Self Actualization ◽

Learning Competencies ◽

Relationship Of ◽

The Relationship

Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place. Keywords: focus groups, information evaluation, information literacy, media literacy, overview study

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The relationship between social skills and misconduct with their teachers in high school students in the City Aligudarz 2018

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2018-0242 ◽

2019 ◽

Vol 0 (0) ◽

Author(s):

Roghayeh Gilani ◽

Minoo Motaghi

Keyword(s):

High School ◽

High School Students ◽

Social Skills ◽

Skill Training ◽

School Students ◽

The Social ◽

Effective Relationships ◽

Random Manner ◽

The Relationship ◽

The City

Abstract Whereas adolescence is one of the most emotional periods in every person life so having social skills and increasing awareness cause persons have beneficial and effective relationships with other people and avoid socially absurd behavior. On the other hand, with the reduction of social behavior student’s communicational and the social aspects of growth will be improved: physical, psychological, mental and social. Hence, the aim of this study was to look at the relationship between students’ social skills at the second level of high school with their teachers in Aligoudarz Province, Iran. The present study is a descriptive quantitative study of the correlation type. Statistical samples included 200 boy and girl students in the second level of high school in Aligoudarz Province which were selected in a multistage random manner. Data collection included a three-part questionnaire which included demographic information, social skills and a researcher-created questionnaire about parents’ disorders which was supplemented by students and analyzed by statistical descriptive and inferential and SPSS 16 software. The findings of this study showed that there relation between students’ social skills and relationships with their teachers, hence by increasing students’ social skill training it can avoid disorder and help in their health education.

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Relationship between Achievement Locus of Control and Expectancy of Success of Academically Gifted High School Students

Psychological Reports ◽

10.2466/pr0.1982.51.3f.1259 ◽

1982 ◽

Vol 51 (3_suppl) ◽

pp. 1259-1262 ◽

Cited By ~ 6

Author(s):

Peggy Douglas ◽

Stephen Powers

Keyword(s):

High School ◽

High School Students ◽

Academic Success ◽

Locus Of Control ◽

Two Dimensions ◽

School Students ◽

The Social ◽

The Relationship ◽

Scale Data ◽

Academically Gifted

The achievement locus of control was investigated in 66 academically gifted high school students. Subjects were administered Lefcourt's Multidimensional-Multiattributional Causality Scale. Data suggest a pattern of attributions in which effort was ranked higher than ability, context, or luck. Subjects were more internal than external. Stable attributions were not clearly different from unstable attributions. Confidence was correlated .45 with grade expected. Students with greater confidence tended to attribute academic success less to ability (—.34). Expectancy of success was correlated A6 with internality, a dimension of causality, and not with the two dimensions of stability. This supported the social learning theory of the relationship between change in expectancy and causality.

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