An Analysis of the Relationship Between High School Students’ Tendency Toward Violence, Self-Esteem, and Competitive Attitude

2017 ◽  
Vol 35 (23-24) ◽  
pp. 5976-5996
Author(s):  
Gonca Karayagiz Muslu ◽  
Sibel Coşkun Cenk ◽  
Deniz Sarlak
Keyword(s):  
High School ◽  
High School Students ◽  
Significant Relationship ◽  
Physical Violence ◽  
Exposure To Violence ◽  
Self Esteem ◽  
Family Type ◽  
Psychological Violence ◽  
School Students ◽  
The Relationship

This study analyzes the relationship among high school students’ tendencies toward violence, self-esteem, and competitive attitudes. It was conducted in Fethiye, Muğla, between September 2013 and January 2014. The population of the study consisted of 6,531 students from 11 high schools. The participants were determined using stratified random sampling, and the study data were collected from 1,600 students. A personal information form, the Violence Tendency Scale, the Competitive Attitude Scale, and the Coopersmith Self-Esteem Scale were used as data collection tools. In this study, the rate of the participants who were exposed to violence was 15.4%. Of them, 46.2% said that one of their family members was violent toward them, while 27.3% said that their teachers had been violent toward them. Of the participants that were exposed to violence, 55.8% reported psychological violence, 27.3% reported physical violence, and 10.8% reported sexual violence. In the study, tendency toward violence is a dependent variable, while competitive attitude and self-esteem are independent variables. Family type, exposure to violence, and demographics are control variables. Age, class, school, family attitude, and exposure to violence are the variables that created significant differences in the tendency for violence. The present study showed that there was an inverse and weak yet significant relationship between the students’ tendencies toward violence and competitiveness ( r = −.169), and a positive and weak relationship between tendency toward violence and self-esteem ( r = .238). Also, there was an inverse and low-level significant relationship between competitiveness and self-esteem ( r = −.121). The variables which affect the tendency toward violence are gender, exposure to violence, competitiveness, age, self-esteem, and extended family type in a descending order regarding their importance. The predictive power of the variables on the tendency toward violence was 16.8%, which is not statistically significant.

scholarly journals The Relationship between Attitudes towards Physical Activity and Self-Esteem of High School Students

2019 ◽  
Vol 5 (1) ◽  
pp. 70-73
Author(s):  
H. Fatih KUCUKIBIS ◽  
Mehmet GUL
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Personal Information ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Study Data ◽  
School Students ◽  
Positive Correlation ◽  
The Relationship

The purpose of this study was to examine the relationship between attitudes towards physical activity and self-esteem of high school students. Three different scales were used on 626 adolescents in total who lived in Sivas, found by random sampling method. The first scale is “the Personal Information Scale” consisting of 6 items to determine the demographical characteristics of the participants; the second scale is “the Cognitive Behavioral Physical Activity Questionnaire (CBPA)”, which was developed by Schembre et al. (2015) and was adapted to Turkish by Eskiler et al. (2016) to determine the participants’ attitudes towards physical activity; and the last scale is “the Self-Esteem Scale” by Rosenberg (1965) and adapted to Turkish by Çuhadaroğlu (1985) to determine the levels of self-esteem of the participants. The study data was analyzed by SPSS 25 package software. The obtained data were represented as values of frequency (f), percentage (%), average (x-), and standard deviation (±). Pearson Correlation analysis was applied in order to determine the effect of physical activity attitudes on self-esteem. The age average of the participants was determined to be 16,28 (±0,97). The gender distribution was 312 females and 314 males, and the number of those who were participating in licensed sports was 336, and that of those who were not was 290. It was determined that there was a positive correlation between the participants’ attitude towards physical activity and their self-esteem. In conclusion, a positive correlation was found between the attitude towards physical activity and self-esteem. In the study, it was suggested that the tendencies towards physical activity should be protected.

THE RELATIONSHIP BETWEEN SELF-ESTEEM AND MALADAPTIVE BEHAVIORS IN HIGH SCHOOL STUDENTS

1984 ◽  
Vol 12 (2) ◽  
pp. 177-185 ◽  
Author(s):  
Charles L. Richman ◽  
Kathryn P. Brown ◽  
Maxine L. Clark
Keyword(s):  
High School ◽  
High School Students ◽  
Social Class ◽  
Causal Relationship ◽  
Self Esteem ◽  
Maladaptive Behavior ◽  
Maladaptive Behaviors ◽  
School Students ◽  
The Relationship

General and area specific self-esteem scores of high school students were found to be inversely related to indices of maladaptive behavior. The specific maladaptive behaviors that were associated with self-esteem varied as a function of gender and social class. Implications for the possible causal relationship between self-esteem and maladaptive behaviors as they relate to gender and social class are discussed.

scholarly journals Sense of Belonging and Self-esteem of High School Students in a Catholic College

2020 ◽  
Vol 3 (2) ◽  
pp. 87-88
Author(s):  
Maria Madelyn D. Suan, MSLT ◽  
Celo I. Magallanes
Keyword(s):  
High School ◽  
High School Students ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Self Esteem ◽  
School Students ◽  
Catholic College ◽  
School Activities ◽  
School Year ◽  
The Relationship

A sense of belonging in the cycle of teaching and learning is important to students because if they understand acceptance into the program, they will feel more inspired, more successful, and more driven. Students understand the value of school activities in a supportive and warm atmosphere that provides a sense of belonging and acceptance.  Moreover, it is a vital necessity for every individual. The sense of belonging for schools is about achievement, suggesting that the benefit of fulfilling this need is generally higher, reaching the students. Therefore, students who do not fulfill their needs for possessions will also have lower self-esteem. Low self-esteem is often associated with depression. Low self-esteem can lead to depression, and depression lowers self-esteem. Hence, the paper describes the extent of belongingness and level of self-esteem of high school students of a Catholic college in Antique during the school year 2019-2020. Likewise, this paper explored the relationship between the students' demographics and their sense of belongingness and self-esteem.

scholarly journals The Relationship of Internal Motivation Components and Academic Achievement among High School Students

2011 ◽  
Vol 1 (2) ◽  
pp. 89 ◽  
Author(s):  
Mohammad Ghamari
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Significant Relationship ◽  
Pearson Correlation ◽  
Cluster Sampling ◽  
School Students ◽  
Internal Motivation ◽  
Relationship Of ◽  
The Relationship

Abstract The aim of this research was to determine the relationship between internal motivation and academic achievement among high school students. Using multi-stage cluster sampling 307 high school students were selected. Then internal motivation questionnaire administrated. To measure the academic achievement, their academic grade average was used. Using the Pearson correlation coefficient, stepwise regression analysis, and Z test Collected data were analyzed. Results showed that there is positive and significant relationship between internal motivation and academic achievement. There is positive and significant relationship between interest, competence, effort, lack of stress, selection, value and academic achievement. Between components of the internal motivation, competence, lack of stress and value explained about 24 percent of student academic achievement variance. The relationship of internal motivation and academic achievement among male and female students is no different.

scholarly journals The Relationship of Social Adjustment and Resilience with Attitudes Towards Drugs in High School Boy and Girl Students

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Safiollah Hezarian ◽  
Saeed Bakhtiarpour ◽  
Reza Pasha ◽  
Parviz Asgari ◽  
Fariba Hafezi
Keyword(s):  
High School ◽  
High School Students ◽  
Social Adjustment ◽  
Significant Relationship ◽  
Negative Relationship ◽  
School Students ◽  
Students Attitudes ◽  
Relationship Of ◽  
The Relationship ◽  
Girl Students

Background: Drug abuse and its destructive consequences are among challenging issues concerning students’ health. Objectives: The present study aimed to investigate the relationship of social adjustment and resilience with attitude towards drugs in boy and girl students of Lali City. Methods: The study was a descriptive correlational study performed by path analysis. The study population included 1500 boy and girl high school students of Lali City in the academic year of 2017 - 2018, among whom 133 boys and 142 girls were selected through multistage stratified sampling and using Cochran’s formula. Research instruments included Bell’s Adjustment Inventory (BAI) for Students, the Connor-Davidson Resilience scale (CD-RISC), and the Drug Attitude scale (DAS). The collected data were analyzed using SPSS version 23. Results: The results revealed a significant negative relationship between social adjustment and girl students’ attitudes towards drugs (P < 0.001); however, there was no significant relationship between social adjustment and attitudes towards drugs in boy students. Meanwhile, there was no direct and significant relationship between resilience and attitudes towards drugs in boy and girl students. On the other hand, a significant positive relationship was observed between resilience and social adjustment in boys (P < 0.01) and girls (P < 0.05). The indirect impact of resilience on the students’ attitudes towards drugs, mediated by social adjustment, was not significant. Conclusions: Resilience reduces stress, and as a result, students with more resilience seem to have better coping skills, higher social adjustment, and negative attitudes towards drugs.

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