How do Adolescents' Perceptions of Television Reality Change over Time?

1992 ◽  
Vol 69 (2) ◽  
pp. 392-405 ◽  
Author(s):  
W. James Potter
Keyword(s):  
High School ◽  
High School Students ◽  
Panel Study ◽  
School Students ◽  
Change Over Time ◽  
Identity Function ◽  
Real People ◽  
Over Time

A three-wave panel study across a five-year period finds that middle and high school students change their views of television along three ways of evaluating television: as a “magic window” to reality, as a utility route to information, as an identity source through which one can relate to others as almost real people. With aging, the window view declined, especially among youths of higher status; utility views remained relatively strong among high watchers, as did the identity function. The study concludes that views of television reality are complex and dynamic.

scholarly journals Causal Relationship between Sexual Reality and Experiences: A Two-Wave Panel Study of Japanese High School Students

2011 ◽  
Vol 29 ◽  
pp. 374-379
Author(s):  
Megumi Kashibuchi ◽  
Reiko Ando ◽  
Kanae Suzuki ◽  
Rui Katsura ◽  
Ayuchi Kumazaki ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Causal Relationship ◽  
Panel Study ◽  
School Students

Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time

2019 ◽  
Vol 58 ◽  
pp. 213-227 ◽  
Author(s):  
Keiko C.P. Bostwick ◽  
Andrew J. Martin ◽  
Rebecca J. Collie ◽  
Tracy L. Durksen
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Growth Orientation ◽  
Mathematics Outcomes ◽  
Over Time

scholarly journals Trends in television and computer/videogame use and total screen time in high school students from Caruaru city, Pernambuco, Brazil: A repeated panel study between 2007 and 2012

2018 ◽  
Vol 23 (spe2) ◽  
Author(s):  
Luis José Lagos Aros ◽  
Antonio Henrique Germano-Soares ◽  
Caroline Ramos de Moura Silva ◽  
Alison Oliveira da Silva ◽  
Rafael Miranda Tassitano
Keyword(s):  
High School ◽  
High School Students ◽  
Screen Time ◽  
Panel Study ◽  
School Students

Availability of Commercial Physical Activity Facilities and Physical Activity Outside of School Among High School Students

2011 ◽  
Vol 8 (5) ◽  
pp. 707-715 ◽  
Author(s):  
Zeynep Isgor ◽  
Lisa M. Powell
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Low Income ◽  
Negative Binomial ◽  
Vigorous Physical Activity ◽  
Panel Study ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
School Students

Background:Environmental factors may play an important role in the determination of physical activity behaviors.Methods:This study used the Child Development Supplement of the Panel Study of Income Dynamics to examine the association between the availability of objectively measured commercial physical activity-related instruction facilities and weekly physical activity participation among high school students outside of school physical education classes. A Negative Binomial count model was used to examine the number of days of vigorous physical activity (at least 30 minutes/day) per week and a Probit model was used to examine the probability of frequent (4 or more days/week) vigorous physical activity participation.Results:The results indicated that an additional instruction school per 10,000 capita per 10 square miles was associated with an 8-percent increase in the weekly number of days of vigorous physical activity participation and a 4 percentage point increase in the likelihood of frequent physical activity participation for female adolescents only. By income, associations were larger for low- versus high-income female youths.Conclusion:Increased availability of local area physical activity-related instruction facilities may help to increase female high school students’ physical activity levels, particularly among low-income female students.

The Process of “Pushing Out”: Accumulated Disadvantage across School Punishment and Math Achievement Trajectories

2021 ◽  
pp. 0044118X2110071
Author(s):  
Jason Jabbari ◽  
Odis Johnson
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Math Achievement ◽  
Academic Failure ◽  
Drop Out ◽  
Policy Implications ◽  
Equation Modeling ◽  
School Students ◽  
Over Time

Students drop out of school for a variety of reasons, yet are “pushed out” when they exhibit traits that are deemed undesirable to school officials, such as misbehavior and academic failure. While much of the previous research on pushouts views the phenomenon as a discrete occurrence often attributed to either misbehavior or academic failure, we recognize the underlying relationships between punishment and achievement, and therefore conceptualize pushing out as a process of both disciplinary involvement and academic exclusion over time. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we find that significant relationships among punishment and math achievement (including math attitudes, ability, and course-taking) have the effect of pushing students out of high school over time. We note the importance of race and ethnicity within these relationships and close with a discussion of policy implications.

Sign in / Sign up

Export Citation Format

Share Document