Job Intentions and Job Attainment: Young People's Career Beginnings

1989 ◽  
Vol 33 (3) ◽  
pp. 299-319 ◽  
Author(s):  
Peter G. Carpenter ◽  
John A. Fleishman ◽  
John S. Western
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Social Structures ◽  
Full Time ◽  
Job Attainment ◽  
Sufficient Cause ◽  
Interpersonal Environment ◽  
The Relationship ◽  
Academic Resources ◽  
Theoretical Developments

The relationship between young Australians' intentions to enter the full-time workforce immediately following completion of secondary school and their success in doing so is examined. In addition, the effects of particular social structures and academic resources on these intentions are considered. Recent theoretical developments in the conceptualisation of the relationships between attitudes and behaviour, the intention to perform the behaviour and the behaviour itself underline the argument. The analysis reveals that, while youths' own intentions do predict behaviour, they are not a sufficient cause of this behaviour. The expectations of key figures in the interpersonal environment, youths' own attitudes, their prior academic performance and their experience of unemployment all assist in explaining career beginnings.

scholarly journals Los adolescentes y los problemas emocionales en su aprendizaje

2019 ◽  
pp. 22-39
Author(s):  
María Guadalupe Ponce-Contreras ◽  
Irma Fabiola Covarrubias-Solís ◽  
Nancy Griselda Pérez-Briones ◽  
María Ascención Tello-García
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Behavioral Problems ◽  
Emotional Problems ◽  
Emotional And Behavioral Problems ◽  
Second Grade ◽  
Final Test ◽  
Integral Development ◽  
Object Of Study ◽  
The Relationship

When teenagers are going through this stage they often have emotional problems, which, if they are taken care of on time and with the appropriate support of parents, can easily be overcome and not trigger problems in other areas of life such as academic performance. The object of study is to know the relationship between emotional and behavioral problems and the support they receive from their parents with learning. The final test was applied to 80 subjects of second grade of secondary school. An instrument was used with four nominal variables and 60 simple variables integrated in 3 sections of 20 variables per axis, which were: emotional problems, family support and learning. The data were processed in the statistical programs, and the statistical levels of frequencies and percentages, factorial integrational, relational level were obtained. Main results: when there is support, help and cooperation from parents to their children, they have a better academic performance and accept themselves, so they do not present emotional problems and when parents are involved in the integral development of their children , these do not present emotional problems and dedication to their studies is facilitated. The main conclusions were that the student who accepts himself as a person, if he receives the necessary support from his parents, attains the necessary knowledge and has a good academic performance.

scholarly journals ACADEMIC PERFORMANCE OF EMOTIONALLY STABLE SECONDARY SCHOOL PRINCIPALS

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Syed Kamran Ali Shah, Irum Muzammil, Muqaddas Butt
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Random Sampling ◽  
School Principals ◽  
Secondary School Principals ◽  
Performance Standards ◽  
Sampling Technique ◽  
Student Academic Achievement ◽  
Eysenck Personality Inventory ◽  
The Relationship

This study aimed at exploring the relationship between emotionally stable school principals and their academic performance in terms of student academic achievement. A sample of 32 secondary school principals and 238 teachers working in Ffederal Ggovernment Eeducational Iinstitutions (FGEIs) was selected using a random sampling technique. Data collection was carried out using two adapted questionnaires of Eysenck Personality Inventory (1967) and Stronge (2011). SPSS (21.0) was used for data analysis. The study revealed that the majority of emotionally stable secondary school principals focus to improve the overall learning environment of the school. They are found to be positively correlated with their academic performance. The study recommends that secondary school principals should be provided proper awareness about performance standards of school principals. Principals should be encouraged to adopt positive personality traits of emotional stability.

scholarly journals The Interplay between Gender, Learning Approaches and Academic Performance in Chinese Sub-Degree and Degree Students

2017 ◽  
Vol 3 (1) ◽  
pp. 10 ◽  
Author(s):  
Yiu-Kong Chan ◽  
Andy C N Kan
Keyword(s):  
Academic Performance ◽  
Hong Kong ◽  
Full Time ◽  
Learning Approaches ◽  
Higher Education System ◽  
Face To Face ◽  
Factor Study ◽  
Alternative Choice ◽  
Relationship Of ◽  
The Relationship

The community college has been the alternative choice for secondary school graduates on the verge of enrolling in government-funded universities in the Hong Kong higher education system over the past decade. Open University of Hong Kong provides its business degree distance learning programme through face-to-face teaching mode for full-time students. This study examines the relationship of gender, learning approaches and academic performance among 250 Hong Kong Chinese sub-degree and degree students. Students participated in the study responded to the Biggs’s Revised Two-Factor Study Processes Questionnaire (R-SPQ-2F) and McAuley’s Revised Causal Dimension Scale (CDSII). The results indicate that the deep approach and academic performance is positively related. Implications of the findings are discussed for tertiary teachers and counselors.

scholarly journals Interplay of Organizational Justice with Teachers Academic Performance at Higher Secondary School Level

2021 ◽  
Vol VI (I) ◽  
pp. 121-129
Author(s):  
Shahid Hussain ◽  
Muhammad Latif ◽  
Javaid Iqbal
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Student Success ◽  
Organizational Justice ◽  
School Level ◽  
Testing Instrument ◽  
Academic Difficulties ◽  
Item Questionnaire ◽  
Secondary School Level ◽  
The Relationship

Organizational conduct requires an understanding of justice. Justice has received ample attention from researchers from various disciplines, including economics, psychology, law, and corporate life. The study's objectives were to 1) explore the perceptions of teachers about organizational justice and academic performance; 2) ascertain the relationship between organizational justices with teachers' academic performance. The population consisted of teachers who taught students in grades XI-XII, and the survey consisted of 155 teachers. A 30-item questionnaire was used as a testing instrument for data collection. The research found that most administrators rewarded workers for doing their jobs well, the majority of teachers were pleased with the practices they implemented, and their strategies and procedures were fair. On the other hand, teachers' student success is closely related to what they write on their whiteboards. Additionally, it concluded that teachers effectively test student learning. Teachers should do an assessment of their students' academic difficulties for preparing.

scholarly journals The Relationship between School, Class and Co-Curriculum Absenteeism on the Academic Performance of Selected Secondary School

2009 ◽  
Vol 5 (4) ◽  
pp. 355-361
Author(s):  
Azizi Yahaya ◽  
Jamaludin Ramli ◽  
Shahrin Hashim ◽  
Mohd. Ali Ibrahim ◽  
Zurihanmi Zakaria
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
School Class ◽  
The Relationship

scholarly journals Influencia de componentes de inteligencia emocional en rendimiento académico escolar: Análisis en una Institución Educativa en Perú

2021 ◽  
Vol 2 (5) ◽  
pp. 7053-7069
Author(s):  
Juan Guillermo Lazo Lazo ◽  
Suely Noronha De Oliveira ◽  
Annette Kaltenbrunner Graf ◽  
Blanca Josefina Vallejos Saavedra
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Secondary School ◽  
Large Scale ◽  
Basic Education ◽  
Educational Institution ◽  
Quantitative Methodology ◽  
Ministry Of Education ◽  
School Students ◽  
The Relationship

En los últimos veinte años, el Ministerio de Educación de Perú viene aplicando y acompañando la medición de logros de aprendizaje de los estudiantes de la educación básica por medio de evaluaciones nacionales e internacionales a gran escala. Estos estudios están llevando no sólo a conocer las causas de los logros de aprendizaje, sino al de tratar de revertir alguna situación no deseada. La investigación, en proceso, en la cual se basa este artículo, tiene como objetivo identificar de qué manera la inteligencia emocional influye en el rendimiento académico de estudiantes de nivel secundario de una institución educativa en Lima, Perú. Esta investigación fue orientada por la metodología cuantitativa y se utilizó de métodos estadísticos para inferir las relaciones entre la inteligencia emocional y el rendimiento académico de los alumnos en cada área curricular, a través de datos obtenidos por el test BarOn ICE: NA, y las calificaciones de los alumnos. Los resultados comprobaron la relación existente entre la inteligencia emocional y el desempeño escolar, mostrando que los componentes de la inteligencia emocional varían según el área curricular específica.     In the last twenty years, the Peruvian Ministry of Education has been implementing and accompanying the measurement of learning achievements of students in basic education through large-scale national and international assessments. These studies are leading not only to know the causes of learning achievement, but to try to reverse some unwanted situation. The research, in process, on which this article is based, aims to identify how emotional intelligence influences the academic performance of secondary school students in an educational institution in Lima, Peru. This research was guided by the quantitative methodology and was used statistical methods to infer the relationships between emotional intelligence and academic performance of students in each curricular area, through data obtained by the BarOn ICE: NA test, and the qualifications of the students. The results verified the relationship between emotional intelligence and school performance, showing that the components of emotional intelligence vary according to the specific curricular area.

Academic Procrastination and the Effect on Students' Results for ICT Students

2017 ◽  
Vol 7 (2) ◽  
pp. 31-35
Author(s):  
Kawtar Tani
Keyword(s):  
Academic Performance ◽  
New Zealand ◽  
General Population ◽  
Tertiary Education ◽  
Academic Procrastination ◽  
Full Time ◽  
Education Students ◽  
Tertiary Institution ◽  
The Relationship ◽  
Academic Lives

Procrastination has been reported as a prevalent phenomenon in the general population, affecting a number of adults. Procrastination in academia may have particularly serious effects for students in tertiary education, whose academic lives are characterised by frequent deadlines. Indeed, it has been shown that university students who rated high on procrastination received low grades (Tice & Baumeister, 1997). In the present study, the relationship between procrastination and academic performance of tertiary education students enrolled on an ICT program was investigated. Participants were 186 students enrolled full-time on degree or diploma level qualifications within the ICT program at a New Zealand tertiary institution. There was evidence that the submission times of assessments were positively associated with the marks achieved. Also, ICT students who submitted their assessments early appeared to achieve higher marks than those who submitted their assessments closer to or after the deadlines.

scholarly journals The Relationship Between Institutional Environment, Guardian Involvement, Academic Achievement and Learning Motivation of Children Reared In a Malaysian Orphanage

2018 ◽  
Vol 29 (2) ◽  
pp. 147-157
Author(s):  
A.J. Alfred ◽  
A.M. Ma’rof ◽  
N. Buang
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
Significant Relationship ◽  
Strong Correlation ◽  
Extrinsic Motivation ◽  
Institutional Environment ◽  
Learning Motivation ◽  
Male Students ◽  
The Relationship

This research was conducted to study the relationships between academic performance, learning motivation, institutionalised environments and guardian involvement of children reared in a Malaysian orphanage. This study involves 50 students consisting of 21 female and 29 male students. These students are in secondary school with ages ranging from 13-17 years old. This study was conducted in a home for orphans and under-privileged children and all the participants of this study are from this home. The findings of this study show that there is a significant relationship between academic performance, intrinsic motivation, extrinsic motivation and therefore learning motivation as a whole (P<0.05). Findings also show that there is strong correlation between guardian involvement and academic performance (P<0.05). However for relationships between guardian involvement and learning motivation, institutionalised environment and academic performance and institutionalised environment and guardian involvement, correlations fail to exist (P>0.05).

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