A Cross-National Validation of the Academic Expectations Stress Inventory With Chinese and Korean High School Students

2015 ◽  
Vol 34 (3) ◽  
pp. 289-295 ◽  
Author(s):  
Xiaozhou Zhang ◽  
Virginia M. C. Tze ◽  
Erin Buhr ◽  
Robert M. Klassen ◽  
Lia M. Daniels
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Expectations ◽  
School Students ◽  
Stress Inventory ◽  
Cross National

scholarly journals Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version

2021 ◽  
Vol 11 (11) ◽  
pp. 1208
Author(s):  
Mojtaba Habibi Asgarabad ◽  
Morteza Charkhabi ◽  
Zahra Fadaei ◽  
Julien S. Baker ◽  
Frederic Dutheil
Keyword(s):  
High School Students ◽  
Psychometric Properties ◽  
Self Efficacy ◽  
Total Sample ◽  
Academic Expectations ◽  
Validity And Reliability ◽  
School Students ◽  
Cross Sectional ◽  
Persian Version ◽  
Stress Inventory

This study aims to evaluate the psychometric properties of the Academic Expectations of Stress Inventory (AESI) in terms of validity and reliability measurements among Persian students. A total sample of 620 high-school students (nfemale = 328, nmale = 292) was recruited to complete scales on academic expectations of stress, self-efficacy, and depression. The AESI was translated from English to Persian and its translation was further checked by three experts. We used a cross-sectional research design to collect data. The results approved the internal consistency, test–retest reliability, convergent, and construct validity of the ASEI. Additionally, confirmatory factor analysis confirmed the two-factor structure of the AESI, including the expectation of self and the expectations of parents/teachers. AESI was related to depression and self-efficacy in an empirically and theoretically expected direction. Moreover, configural and metric invariance were supported by gifted vs. non-gifted groups, but not scalar. No invariance was supported by gender groups. In conclusion, the psychometric properties of the Persian version of the AESI were confirmed to be used for educational, clinical, and research purposes in Iran.

The Making of a College Athlete: High School Experiences, Socioeconomic Advantages, and the Likelihood of Playing College Sports

2021 ◽  
pp. 1-12
Author(s):  
James Tompsett ◽  
Chris Knoester
Keyword(s):  
High School ◽  
High School Students ◽  
Sport Participation ◽  
National Sample ◽  
College Sports ◽  
Academic Expectations ◽  
College Athlete ◽  
School Students ◽  
School Contexts ◽  
High School Experiences

Understandings of who plays college sports are dominated by assumptions that lack academic scrutiny. Using the Education Longitudinal Study (N = 7,810) and multilevel modeling, this study examines the extent to which high school indicators of family socioeconomic statuses, athletic development and merit, academic expectations and knowledge, and school contexts predict the likelihood of becoming a college athlete. The authors find evidence that supports our understanding of the process of becoming a college athlete being shaped by family socioeconomic status. Still, high school sport participation characteristics, academic expectations and knowledge, and school contexts also seem to offer independent contributions to the odds of becoming a college athlete. Overall, these results suggest that college athletic opportunities are not simply a function of athletic merit, based on unique analyses of quantitative empirical evidence from a large national sample of high school students.

scholarly journals The Link between Academic Achievement and Academic Expectations Stress

2011 ◽  
Vol 1 (3) ◽  
pp. 106-111
Author(s):  
Glenn M. Calaguas
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
The Philippines ◽  
Report Cards ◽  
Academic Expectations ◽  
School Students ◽  
School Year ◽  
State College ◽  
Significant Relationships

Academic achievements as reflected in the General Weighted Averages (GWAs) of 412 high school students from a state college in the Philippines were correlated with their scores in the Academic Expectations Stress Inventory (AESI). This was done to see if link exists between GWAs and AESI scores. GWA is the average of grades in all subjects taken, whether passed or failed and serves as an indicator of students’ academic achievement in a given school year. It is reflected in the report cards of high school students. On the other hand, AESI is a nine-item inventory with two domains: expectations of teachers/parents and expectations of self. Statistical analyses showed that there are positive significant relationships between GWAs and scores in the AESI and are significant at the 0.01 and 0.05 levels.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

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