Continuing in Mathematics: A Longitudinal Study of the Attitudes of High School Girls

1982 ◽  
Vol 7 (2) ◽  
pp. 132-140 ◽  
Author(s):  
Julia Sherman
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Mathematics Teacher ◽  
Ninth Grade ◽  
College Preparatory ◽  
Mathematics Attitudes ◽  
High School Girls ◽  
Learning Mathematics ◽  
Mathematics Confidence ◽  
School Girls

The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of mathematics), and Effectance Motivation in Mathematics as assessed both in Grades 9 and 12, and on the Math as a Male Domain Scale as assessed in Grade 12. From Grade 9 to 12, scores on the Attitude toward Success in Math Scale became significantly more positive.

The Study of Mathematics By High School Girls and Boys: Related Variables

1977 ◽  
Vol 14 (2) ◽  
pp. 159-168 ◽  
Author(s):  
Julia Sherman ◽  
Elizabeth Fennema
Keyword(s):  
High School ◽  
Attitudes Toward Mathematics ◽  
Mathematics Attitudes ◽  
Cognitive Variables ◽  
High School Mathematics ◽  
Cognitive Differences ◽  
High School Girls ◽  
Affective Variables ◽  
School Girls ◽  
11Th Grade

Reported is a study comparing females and males enrolled in high school mathematics classes on their intent to enroll in additional mathematics classes, and affective variables related to this intent. Significantly more males than females, especially from the lower half of the achievement distribution, intended to continue to study mathematics. Controlling for cognitive differences 10th and 11th grade students differing in intent to take mathematics (n = 716) , responded differently to nearly all of the Fennema-Sherman Mathematics Attitudes Scales. When girls and boys were “equated” for cognitive variables and intent to study mathematics, few sex-related differences in attitudes toward mathematics were found.

Sexy-Clothing Behavior of High School Girls: Sexual Self-Congruity and Parental and Popular Girls’ Influences

2020 ◽  
pp. 0887302X2092372
Author(s):  
Jessie H. Chen-Yu ◽  
Anne Dillard Elkins ◽  
Marjorie J. T. Norton
Keyword(s):  
High School ◽  
Structural Equation Modeling ◽  
Structural Equation ◽  
Ninth Grade ◽  
Equation Modeling ◽  
High School Girls ◽  
School Girls

The present study focused on the sexy-clothing behavior of high school girls. Specifically, we examined whether high school girls wear sexy clothes to express their actual sexual self-concepts and achieve their ideal sexual self-concepts and whether parents and popular girls influence those behaviors. The results, obtained by applying structural equation modeling to analyze the data collected from 384 ninth-grade girls, imply that such girls wear sexy clothes to convey their actual sexual self-concepts and achieve their ideal sexual self-concepts. The girls’ perceptions of parents’ sexy-clothing approval and of popular girls’ sexy-clothing wearing behavior influence the high school girls’ sexy-clothing wearing behavior. Parents significantly influence high school girls’ tendencies to wear sexy clothes to express their actual sexual self-concepts. Popular girls’ sexy-clothing wearing behavior influences high school girls’ tendencies to wear sexy clothes to achieve their ideal sexual self-concepts. Implications of the findings are discussed.

Relationship between breastfeeding and obesity in high school girls

2020 ◽  
Vol 33 (8) ◽  
pp. 1003-1008
Author(s):  
Mahnaz Mardani ◽  
Sadegh Rezapour ◽  
Fereshteh Hajipour
Keyword(s):  
Physical Activity ◽  
High School ◽  
Cross Sectional Study ◽  
Overweight And Obesity ◽  
School Type ◽  
Parental Occupation ◽  
Cross Sectional ◽  
High School Girls ◽  
Multi Stage ◽  
School Girls

AbstractObjectivesSome factors in infancy can play a role in the development of adolescent obesity. Understanding these factors can help prevent early complications in adolescents associated with obesity in adulthood. The aim of this study was to determine the prevalence of overweight and obesity among high school girls in Khorramabad and its relationship with breastfeeding history.MethodsThis was a cross-sectional study. This study was conducted in 832 high school girls during the academic year 2016–2017. Samples were selected by multi-stage random sampling. General questionnaires, physical activity, and 24-h food questions were completed through interviews with students. Data regarding breastfeeding was obtained by mothers.ResultsThe prevalence of overweight and obesity in the study population was 16.3 and 5.8%, respectively. Overweight and obesity had a significant association with breastfeeding history (p = 0.001), while there was no significant relationship between overweight and obesity with school type, student’s age, parental occupation, education Parents, household size, birth rate, physical activity, and energy intake.ConclusionsThe results of this study showed that breast feeding has a protective effect on overweight and obesity during adolescence. To reduce the incidence of overweight and obesity, necessary education regarding breastfeeding should be provided.

scholarly journals On Track or Derailed? Race, Advanced Math, and the Transition to High School

2021 ◽  
Vol 7 ◽  
pp. 237802312098029
Author(s):  
Yasmiyn Irizarry
Keyword(s):  
High School ◽  
Middle School ◽  
Longitudinal Study ◽  
Ninth Grade ◽  
Transition To High School ◽  
Performance Factors ◽  
Recent Scholarship ◽  
Racial Gaps ◽  
Accelerated Math ◽  
Research And Policy

Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.

scholarly journals Effectiveness of a peer-delivered dissonance-based program in reducing eating disorder risk factors in high school girls

2015 ◽  
Vol 48 (6) ◽  
pp. 779-784 ◽  
Author(s):  
Anna C. Ciao ◽  
Janet D. Latner ◽  
Krista E. Brown ◽  
Daria S. Ebneter ◽  
Carolyn B. Becker
Keyword(s):  
Risk Factors ◽  
High School ◽  
Eating Disorder ◽  
Eating Disorder Risk ◽  
High School Girls ◽  
School Girls ◽  
Disorder Risk
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