High School Conceptual Level as an Indicator of Young Adult Adjustment

1988 ◽  
Vol 52 (4) ◽  
pp. 679-690 ◽  
Author(s):  
Dennis Raphael
Keyword(s):  
High School ◽  
Young Adult ◽  
Conceptual Level ◽  
Adult Adjustment

Chicana Teens, Zines, and Poetry Scenes: Gabi, A Girl in Pieces by Isabel Quintero

2020 ◽  
pp. 15-30
Author(s):  
Amanda Ellis
Keyword(s):  
High School ◽  
Young Adult ◽  
Sexual Violence ◽  
Female Body ◽  
Political Art ◽  
Senior Year ◽  
Young Adult Novel ◽  
The Creation ◽  
Fitting In

This chapter reads closely Isabel Quintero’s 2014 young adult novel Gabi, A Girl in Pieces. Quintero’s novel, which takes the form of a year’s worth of diary entries, and includes an illustrated copy of the titular character’s zine on female body diversity, narrates the story of a young Chicana outsider’s senior year of high school. In lieu of “fitting in” Gabi the teenage poet pens her way out of loss, homophobia, lurking sexual violence, grief, and depression. Gabi, A Girl in Pieces reveals that the creation of political art, the practice of writing, and the role of Chicana poetics can serve as vital creative outlets for Chicana outsiders, be they nerds, goths, geeks, or freaks.

Conceptual Level and Attribution of Responsibility following High or Low Feedback on Performance

1980 ◽  
Vol 47 (3) ◽  
pp. 899-902
Author(s):  
Paul M. Stebbins ◽  
Dong Yul Lee ◽  
Ernest T. Hallberg ◽  
Peter K. Schmidt
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Level ◽  
Attribution Of Responsibility ◽  
School Students ◽  
Communication Task ◽  
Failure Feedback

The present study examined the ways in which subjects of high and low conceptual level attribute responsibility following high or low feedback on performance. 32 high school students, classified as high or low in conceptual level based on the Paragraph Completion Method, completed a communication task based on Carkhuff's Communication Index. Next, the subjects received high (“success”) or low (“failure”) feedback concerning their performance on the task, and finally their attribution of responsibility was assessed by a questionnaire. Subjects low in conceptual level attributed more responsibility to impersonal sources following both high and low feedback than did high scorers. Implications of the findings are discussed in relation to counseling situations.

Coparenting in Intact and Divorced Families: Its Impact on Young Adult Adjustment

2008 ◽  
Vol 49 (3-4) ◽  
pp. 272-290 ◽  
Author(s):  
Jill A. F. Gasper ◽  
Arnold L. Stolberg ◽  
Katherine M. Macie ◽  
Larry J. Williams
Keyword(s):  
Young Adult ◽  
Divorced Families ◽  
Adult Adjustment

scholarly journals Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort

2020 ◽  
Vol 6 ◽  
pp. 237802312091808
Author(s):  
John Robert Warren ◽  
Chandra Muller ◽  
Robert A. Hummer ◽  
Eric Grodsky ◽  
Melissa Humphries
Keyword(s):  
High School ◽  
High School Students ◽  
Young Adult ◽  
Educational Attainment ◽  
Cognitive Skills ◽  
Capital Accumulation ◽  
Adult Mortality ◽  
Social Contexts ◽  
School Students ◽  
High School And Beyond

What dimensions of education matter for people’s chances of surviving young adulthood? Do cognitive skills, noncognitive skills, course-taking patterns, and school social contexts matter for young adult mortality, even net of educational attainment? The authors analyze data from High School and Beyond, a nationally representative cohort of about 25,000 high school students first interviewed in 1980. Many dimensions of education are associated with young adult mortality, and high school students’ math course taking retains its association with mortality net of educational attainment. This work draws on theories and measures from sociological and educational research and enriches public health, economic, and demographic research on educational gradients in mortality that has relied almost exclusively on ideas of human capital accumulation and measures of degree attainment. The findings also call on social and education researchers to engage together in research on the lifelong consequences of educational processes, school structures, and inequalities in opportunities to learn.

scholarly journals Testing a developmental cascade model of adolescent substance use trajectories and young adult adjustment

2010 ◽  
Vol 22 (4) ◽  
pp. 933-948 ◽  
Author(s):  
Sarah D. Lynne-Landsman ◽  
Catherine P. Bradshaw ◽  
Nicholas S. Ialongo
Keyword(s):  
Risk Factors ◽  
Substance Use ◽  
Young Adult ◽  
Mental Health Problems ◽  
Growth Mixture Modeling ◽  
First Grade ◽  
Cascade Model ◽  
The Impact ◽  
Adult Adjustment ◽  
Adjustment Outcomes

AbstractDevelopmental models highlight the impact of early risk factors on both the onset and growth of substance use, yet few studies have systematically examined the indirect effects of risk factors across several domains, and at multiple developmental time points, on trajectories of substance use and adult adjustment outcomes (e.g., educational attainment, mental health problems, criminal behavior). The current study used data from a community epidemiologically defined sample of 678 urban, primarily African American youth, followed from first grade through young adulthood (age 21) to test a developmental cascade model of substance use and young adult adjustment outcomes. Drawing upon transactional developmental theories and using growth mixture modeling procedures, we found evidence for a developmental progression from behavioral risk to adjustment problems in the peer context, culminating in a high-risk trajectory of alcohol, cigarette, and marijuana use during adolescence. Substance use trajectory membership was associated with adjustment in adulthood. These findings highlight the developmental significance of early individual and interpersonal risk factors on subsequent risk for substance use and, in turn, young adult adjustment outcomes.

scholarly journals Yaqui Delgado Wants to Kick Your Ass by M. Medina

2015 ◽  
Vol 4 (4) ◽  
Author(s):  
Rachel Wild
Keyword(s):  
High School ◽  
Young Adult ◽  
School Library ◽  
The Novel ◽  
Latino Culture ◽  
Adult Readers ◽  
Self Image ◽  
The Everyday ◽  
The Face ◽  
High School Library

Medina, Meg. Yaqui Delgado Wants to Kick Your Ass. Massachusetts: Candlewick Press, 2014. Print.Piddy Sanchez has only been at Daniel Jones High School for five weeks when a classmate tells her “Yaqui Delgado wants to kick your ass”. Unknowingly and inexplicably, Piddy becomes the target of the fierce Yaqui Delgado and her gang.A winner of the 2014 Pura Belpré Author Award, Meg Medina creates an unflinching portrayal of Piddy as she struggles to maintain her identity and dignity in the face of extreme bullying. Medina’s depiction of Piddy is honest and readers will readily identify with the everyday adolescent problems she deals with; self-image, school, family and relationships. Medina addresses the topic of bullying in a manner that is realistic and does not provide easy solutions for Piddy or the reader.A  2014 Top Ten Quick Picks for Reluctant Young Adult Readers, this book is a well-paced read, divided into short chapters making it highly accessible to a variety of readers. The book is rich in dialogue and Medina does an excellent job of creating fully-developed characters who struggle with all-too-human flaws and foibles.Some students may struggle with specific references to Latino culture, but the themes and topics in the novel are universal issues that the majority of adolescents will connect with.  Because it addresses difficult topics such as bullying and adolescent sexuality this book may not appeal to all readers and should be considered a mature read.This book should be considered an excellent addition to any high school library or classroom, particularly for students or educators who are searching for a book that depicts the issue of bullying in a manner that is honest and realistic.Highly recommended: 4 out of 4 starsReviewer: Rachel WildRachel Wild is an English teacher at Parkland Composite High School in Edson, Alberta. She is currently enrolled the Teacher Librarianship Masters degree program through distance education. Reading and reviewing a plethora of young adult novels has renewed her interest in and passion for this genre.

scholarly journals DIKOTOMI “DUNIA LAMA” DAN DUNIA MODERN” DALAM PANDANGAN TOKOH REMAJA DALAM NOVEL MANDY HUBBARD PRADA AND PREJUDICE

2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Ni Ketut Mirahayuni ◽  
Susie Chrismalia Garnida ◽  
Mateus Rudi Supsiadji
Keyword(s):  
High School ◽  
Young Adult ◽  
Personal Identity ◽  
21St Century ◽  
High School Student ◽  
Young Adult Literature ◽  
New World ◽  
Social Relation ◽  
Spiritual World ◽  
English Society

Abstract. This article deals with the characteristics of young adult literature and explores the dichotomy of two worlds in Mandy Hubbard’s Prada and Prejudice. The focus of analysis is the experience of Callie Montgomery during her school tour to London. She is an American senior high school student of the 21st century. She is popular as a bookworm and clumsy girl in her social relation with her mates of her age. Callie’s mysterious experience in which she enters an English society 200 years back after falling down when she was trying her new shoes of Prada’s brand for a recognition of her mates forced her to face a life of two different worlds separated by 200 years. The old world is represented by a society’s life in England in 1815. The new world is represented by the character’s introspection of the 21st life. The analysis discusses three aspects of the two worlds: physical, social, and spiritual world. There is also a discussion on the main character’s critical attitudes and her understanding on the differences of the two worlds, particularly on her own personality. Key words: young adult literature, personal identity, modern and old worlds

Sign in / Sign up

Export Citation Format

Share Document