Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study

2020 ◽  
Vol 64 (3) ◽  
pp. 204-218
Author(s):  
Xinjie Chen ◽  
Xitao Fan ◽  
Joseph Wu ◽  
Hoi Yan Cheung
Keyword(s):  
Secondary School ◽  
Cultural Context ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Gifted Students ◽  
Psychological Resources ◽  
School Students ◽  
Negative Effect ◽  
Broaden And Build Theory ◽  
Academically Gifted

From the perspective of positive psychology, this study examined the variables in four domains of personal resources under the broaden-and-build theory concerning their relationships with suicidal cognition among academically gifted students. A total of 386 academically gifted secondary school students in China participated in the study. First, the descriptive analysis results indicated that the mean score of suicidal cognition was below average, but these students were experiencing sleep deprivation problem in their daily lives. Second, based on the broaden-and-build theory, correlational analysis results suggested that most of the variables from the four domains of resources were significantly related to suicidal cognition. Most important, regression results showed that cognitive and psychological resources appeared to be the most influential for suicidal cognition. Furthermore, parents should be alerted that, for academically gifted students, parental relationship (social resource) is important, as lack of such a positive relationship (i.e., parents’ alienation) showed strong negative effect on suicidal cognition of these students. This was the first study that used the framework of broaden-and-build theory to study and compare the predictive effects of resources on suicidal cognition of academically gifted secondary school students in the Chinese social and cultural contexts.

The subjective well-being of academically gifted students in the Chinese cultural context

2018 ◽  
Vol 39 (3) ◽  
pp. 291-311 ◽  
Author(s):  
Xinjie Chen ◽  
Xitao Fan ◽  
Hoi Yan Cheung ◽  
Joseph Wu
Keyword(s):  
Secondary Students ◽  
Cultural Context ◽  
Satisfaction With Life ◽  
Multiple Scales ◽  
Gifted Students ◽  
Well Being ◽  
Subjective Well Being ◽  
School Students ◽  
Broaden And Build Theory ◽  
Academically Gifted

This study examined the subjective well-being, as reflected as their satisfaction with life, of academically gifted secondary school students in China, under the framework of the broaden-and-build theory. A total number of 351 academically gifted secondary students participated in the study. Multiple scales were used to measure these academically gifted students’ satisfaction with life and other relevant constructs. The results indicated that girls had significantly higher satisfaction with life than boys. Consistent with the broaden-and-build theory, the study showed that positive emotions and some variables from the broadened mindset and four building resources aspects of the theory were significantly interrelated for these academically gifted students. Based on the hierarchical regression results, positive affect, agency hope, parents’ trust, general health, and social functioning were found to be contributing factors to the subjective well-being, while negative affect, peers alienation, depression, anxiety, were found to be negatively related to their life satisfaction.

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.

scholarly journals School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

2019 ◽  
Vol 23 (2) ◽  
pp. 279-314 ◽  
Author(s):  
Julia Morinaj ◽  
Andreas Hadjar ◽  
Tina Hascher
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Cultural Context ◽  
Secondary School Students ◽  
Occupational Status ◽  
Temporal Stability ◽  
Sensitive Period ◽  
School Students ◽  
Swiss Canton ◽  
And Migration

AbstractEarly adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. 10.1080/00131881.2018.1443021), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and from classmates, and academic achievement among secondary school students of grade 7 to grade 9 in Switzerland and Luxembourg. Data were collected from 403 students in the Swiss canton of Bern and 387 students in Luxembourg who participated in three waves of the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Cross-lagged modeling was applied to examine the correlations between school alienation domains and academic achievement at each of the three time points, the temporal stability of school alienation domains and academic achievement, and their cross-lagged effects across time, controlling for students’ gender, school track, parental occupational status, and migration background. Results show that the pattern of relationships is defined by the school alienation domain and the cultural context, pointing to the complex interplay between the multidimensional construct of school alienation and academic outcomes of secondary school students.

scholarly journals Creative Learning Design in Social Studies to Promote Productive Citizenship of Secondary School Students

2021 ◽  
Vol 11 (4) ◽  
pp. 84
Author(s):  
Rattikorn Chanchumni ◽  
Charin Mangkhang
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
School Principal ◽  
School Students ◽  
Creative Mind ◽  
Study Results ◽  
Creative Learning ◽  
Learning Management

The purposes of this research are: 1) to study the creative learning in social studies to promote productive citizenship of secondary school students; and 2) to design the guidelines for such learning. This research implements the methodology of action research, consisting of 8 samples: 1) 1 school principal and 2 social studies teachers; and 2) 5 learning management experts. The samples are chosen by the purposive sampling method. Research tools consist of 1) unstructured interview form; and 2) appropriateness assessment form for the guidelines of creative learning in social studies to promote productive citizenship of secondary school students. Methods of data analysis consists of content analysis, and descriptive analysis, in addition to calculation of the means and standard deviation. Study results revealed that: 1. Creative learning in social studies to promote productive citizenship of secondary school students consists of the development of 4 minds, including: 1) critical mind; 2) creative mind; 3) productive mind; and 4) responsible mind. And 2. The guidelines of creative learning in social studies to promote productive citizenship of secondary school students consist of 4 subjects and 8 learning management plans. The effectiveness of the guidelines in terms of the learning management was evaluated as excellent.

BUILDING A MULTIVECTOR LOCAL BEHAVIOURAL ENVIRONMENT IN AN INNOVATIVE SCHOOL

2021 ◽  
Vol 12 (1) ◽  
pp. 133-138
Author(s):  
Dimitar Dimitrov ◽  
◽  
Stefana Petrova ◽  
Keyword(s):  
Secondary School ◽  
Theoretical Basis ◽  
Secondary School Students ◽  
Gifted Students ◽  
Educational Needs ◽  
School Students ◽  
Close Cooperation ◽  
The Individual

In the development of synthetic competence of secondary school students, the appropriate behaviour-determining environment is crucial. The school strategy of 125th Secondary School – Sofia includes close cooperation with IMI-BAS, which helps to plan and implement a number of school and extracurricular initiatives that take into account the individual educational needs of gifted students. The article presents several examples of such initiatives, noting how they upgrade the compulsory classroom forms, but also open opportunities for research for secondary school students. A didactic model for building an individual educational trajectory has been adopted as a theoretical basis, as well as an extension of the model for building an multivector educational trajectory for a team of gifted students in the field of mathematics and IT.

scholarly journals Knowledge and Attitudes towards Road Safety Awareness among Secondary School Students in Batu Pahat, Johor

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Mustafa Anjang Ahmad ◽  
Siti Athirah Topik ◽  
Kamarudin Ambak ◽  
Munzilah Md Rohani ◽  
Nur Sabahiah Abd Sukor
Keyword(s):  
Secondary School ◽  
Road Safety ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
T Test ◽  
Road User ◽  
School Students ◽  
The Road ◽  
Safety Awareness ◽  
High Level

Road safety awareness is a important element subject in which also involved school students. The school students are the most prone group of that become the victims of the road accidents. This study is carried out to identify the road safety awareness, knowledge, driving attitudes among secondary school students in Parit Raja, Johor. The study was involved a total of 298 school students as respondents. The questionnaires were distributed and the data were processed using descriptive statistics, t-test, correlation and regression analyses. The descriptive analysis shows, more than half of respondents are those aged 16 years old. About 76.5% of them do not have the driving license. The result also shows that the road safety awareness among the students is at quite high level (mean score = 3.57). Next, t-test and regression analysis shows that every 1% increase in road safety awareness will affect 35.0% of increase to driving attitude among students (p<0.05, β = 0.35). Besides that, the factor analysis, items in the variable of Road Safety Factor shows that there are three methods of road safety are identified; Environment of Highway, Uses of Highway and Law of Road Safety. Therefore, road safety awareness and driving attitudes are the important factors to ensure the road user concern to road safety. However, some improvements to the existing road facility or road safety deficiencies in Parit Raja need to be undertaken to ensure the road is safer to others.

scholarly journals Opinions of Secondary School Students on the Use of Mobile Augmented Reality Technology in Science Teaching

2021 ◽  
Vol 4 (4) ◽  
pp. 327-336
Author(s):  
Gonca Keçeci ◽  
Pelin Yıldırım ◽  
Fikriye Kırbağ Zengin
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Science Teaching ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
Structured Interview ◽  
Control Group ◽  
Mobile Augmented Reality ◽  
School Students

Mobile augmented reality (MAR) draws attention in terms of providing a flexible learning process and environment. It is thought that learning environments can be more effective using MAR technology. The research aimed to determine the secondary school students' views on the use of MAR technology in science teaching. The research was conducted with 143 students studying in the sixth grade at two different secondary schools in Turkey. In the research, convergent parallel patterns from mixed-method patterns were used. For eight weeks, the research was carried out to cover the systems unit in our body, situated in the 6th-grade science course curriculum. During the process, the Anatomy 4D application was used in the experimental group during the procedure, and the science course curriculum was used in the control group.  In this paper, a part of the mixed research, the qualitative data collected from the experimental group's semi-structured interview form and diaries were analyzed. Descriptive analysis was used to analyze the data. As a result of the research, although the students do not have a clear idea about AR and MAR technologies at the beginning of the application, it is observed that their thoughts change over time, and MAR applications are effective on the success of the course.

scholarly journals Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students

2018 ◽  
Vol 41 (4) ◽  
pp. 369-385 ◽  
Author(s):  
Alejandro Veas ◽  
Juan-Luis Castejón ◽  
Colm O’Reilly ◽  
Albert Ziegler
Keyword(s):  
Parental Involvement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
School Achievement ◽  
Gifted Students ◽  
Research Strategies ◽  
School Students ◽  
Educational Capital ◽  
The Relationship

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed.

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