Contextual Characteristics in Relation to Student Intervention in Bullying

2021 ◽  
pp. 263207702110636
Author(s):  
Lyndsay N. Jenkins ◽  
Stone Bogart ◽  
Kayla Miskimon
Keyword(s):  
High School Students ◽  
The United States ◽  
Model Fit ◽  
Social Emotional ◽  
School Students ◽  
Teacher Interventions ◽  
Confirmatory Factor ◽  
Emotional Wellness ◽  
Twelfth Grade ◽  
Contextual Characteristics

The goal of the current study was to examine whether contextual characteristics of a school are related to student interventions in bullying. Specifically, participants reported their perceptions of how teachers responded to bullying, school climate, and the promotion of social emotional wellness. The study included 390 eighth to twelfth grade students from the Southeastern region of the United States. The confirmatory factor analysis revealed good model fit and measurement invariance across sex was established. Structural models indicated that for boys, perceptions of social emotional learning (SEL) promotion were positively and significantly related to their intervention in bullying. For girls, both teacher interventions and perceptions of SEL promotion were positively related to their intervention in bullying. Results suggest that characteristics of the school are important for promoting interventions in bullying among high school students.

scholarly journals Validation of a questionnaire assessing students’ self-directed and collaborative learning with and without technology in Canadian middle school classrooms

2019 ◽  
Vol 45 (2) ◽  
Author(s):  
Chantal Labonté ◽  
Veronica R. Smith
Keyword(s):  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Collaborative Learning ◽  
Model Fit ◽  
Self Report ◽  
Self Directed Learning ◽  
School Students ◽  
Confirmatory Factor ◽  
Directed Learning

In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning. Dans la présente étude, les chercheurs examinent la validité d’un questionnaire évaluant les perceptions qu’ont les élèves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’élèves d’écoles intermédiaires canadiennes. Lee et ses collègues (2014) ont développé un questionnaire de 18 items pour évaluer les perceptions qu’ont des élèves d’écoles secondaires quant à leur apprentissage. Trois cent vingt élèves d’écoles intermédiaires à travers l’Alberta, au Canada, ont rempli le questionnaire. Les résultats d’une analyse factorielle confirmatoire ont révélé que le questionnaire avait été insuffisamment ajusté au modèle. Les chercheurs se sont servis d’une procédure de jackknife afin de supprimer systématiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychométrique. Les résultats suggèrent que le questionnaire raccourci est un instrument utile pour l’auto-évaluation des perceptions qu’ont des élèves d’écoles intermédiaires quant à leur apprentissage.

Development and Validation of a Scale for Psychological Safety in School Among High School Students in India

2019 ◽  
Vol 44 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Debarshi Roy
Keyword(s):  
High School ◽  
High School Students ◽  
Psychological Safety ◽  
Principal Component ◽  
Model Fit ◽  
Negative Consequences ◽  
School Students ◽  
Self Image ◽  
Confirmatory Factor ◽  
Development And Validation

The concept of psychological safety in the workplace is becoming increasingly important to organizational culture and planning. Kahn (1990, Academy of Management Journal, 33(4), 692–724) had defined psychological safety as ‘being able to show and employ one’s self without fear of negative consequences of self-image, status or career’. For the purposes of this study, the researcher emphasized on the need for the members of an organization to feel safe, which is a step beyond just being safe. This study explores the various dimensions of psychological safety among a group of 405 high school students from across India. The study involved the administration of a confidential questionnaire involving 21 items. A principal component analysis involving the results of the survey led to the extraction of four factors. These factors were termed as protect, support, encourage and include. A confirmatory factor analysis was conducted to validate the model, and the model-fit results were within the acceptable range. The subsequent model was termed as the PSEI (Protect, Support, Encourage, Include) model for psychological safety in schools.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

The Effects of Police Violence on Inner-City Students*

2020 ◽  
Vol 136 (1) ◽  
pp. 115-168
Author(s):  
Desmond Ang
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
High School Completion ◽  
Well Being ◽  
The United States ◽  
Public High School ◽  
School Students ◽  
Police Violence ◽  
Public High School Students

Abstract Nearly 1,000 officer-involved killings occur each year in the United States. This article documents the large, racially disparate effects of these events on the educational and psychological well-being of Los Angeles public high school students. Exploiting hyperlocal variation in how close students live to a killing, I find that exposure to police violence leads to persistent decreases in GPA, increased incidence of emotional disturbance, and lower rates of high school completion and college enrollment. These effects are driven entirely by black and Hispanic students in response to police killings of other minorities and are largest for incidents involving unarmed individuals.

scholarly journals Relationship between High School Student Participation in State-level Future Farmers of America Career Development Events and Matriculation at the Host University: A Case Study in Horticulture at Kansas State University

2016 ◽  
Vol 26 (6) ◽  
pp. 862-868 ◽  
Author(s):  
Kimberly A. Williams ◽  
Chad T. Miller ◽  
Ward Upham
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
State Level ◽  
The United States ◽  
Future Farmers Of America ◽  
State University ◽  
School Students ◽  
Kansas State University ◽  
Career Development Events

In recent years, many horticulture departments around the United States have been concerned with recruiting and retaining an adequate number of students. One potential recruitment opportunity is the horticulture Future Farmers of America (FFA) Career Development Events (CDEs). For the time period of 1999 to 2012 (14 years), 1462 students participated in the annual state-level horticulture contests, comprising floriculture and nursery/landscape CDEs, held at Kansas State University (KSU). Using the rosters from these two CDEs, we referenced the university’s student information database to determine whether the high school students who participated as FFA horticulture CDE contestants ultimately matriculated to KSU. Fifty-two percent of former FFA horticulture CDE participants were accepted to KSU and 32% matriculated. Of these, 58% enrolled in the College of Agriculture and 19% majored in horticulture. Therefore, 3.5% of total horticulture CDE participants majored in horticulture at KSU. Students who participated in more than one horticulture CDE over time were more likely to major in horticulture at KSU compared with students who competed only once. Thirty-nine percent of students who participated in both horticulture CDEs pursued a baccalaureate program in horticulture. These two student characteristics could be used as indicator data points to target recruitment of future horticulture students. Data about the high school programs that generated contest participants were also summarized. Exceling in the CDE contests was not an indicator CDE participants would pursue a baccalaureate degree in horticulture. These analyses suggest FFA CDEs have some potential to optimize student recruitment efforts.

Confirmatory Factor Analyses of the Difficulties in Emotion Regulation Scale (DERS) in a Turkish Adolescent Sample

2015 ◽  
Vol 31 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Dilek Sarıtaş-Atalar ◽  
Tülin Gençöz ◽  
Ayça Özen
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Concurrent Validity ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Difficulties In Emotion Regulation ◽  
Confirmatory Factor ◽  
Adolescent Sample ◽  
Age Appropriate

The aim of the present study was to explore the psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) among Turkish adolescents. A total of 595 high school students (300 females and 295 males) whose ages ranged between 14 and 17 years participated in the study, and were administered the DERS, the Positive and Negative Affect Schedule (PANAS), and the Childhood Depression Inventory (CDI). Confirmatory factor analyses supported the six-factor structure of the DERS among adolescents. In addition, results indicated sound internal consistency as well as concurrent validity. It is concluded that the DERS is a valid age-appropriate measure for investigating emotion regulation difficulties in adolescents.

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