التنبؤ بالتفوق الأكاديمي في ضوء الثقة بالنفس و مستوى الطموح لدى طلاب المرحلة الثانوية = The Predicting Ofacademic Giftednessin Accordance with Self - Confidence and Level of Aspirationof Secondary School Students

2016 ◽  
pp. 453-470
Author(s):  
أحمد يعقوب النور
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Self Confidence

scholarly journals Attitudes Towards Statistics in Secondary Education: Findings from fsQCA

Mathematics ◽  
2020 ◽  
Vol 8 (5) ◽  
pp. 804 ◽  
Author(s):  
Ángel Peiró-Signes ◽  
Óscar Trull ◽  
Marival Segarra-Oña ◽  
J. Carlos García-Díaz
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Linear Models ◽  
Qualitative Comparative Analysis ◽  
Necessary Condition ◽  
School Students ◽  
Self Confidence ◽  
Attitudes Toward Statistics ◽  
High Degree

Students report a high degree of anxiety and reduced self-confidence when facing statistical subjects, especially in secondary education. This anxiety turns into poor academic performance. Most studies have used linear models for studying the interrelation between different attitudes and proving their impact on performance or related variables. This study uses a different approach to explain and better understand the causal patterns of factors stimulating lower levels of anxiety in students when facing statistics in secondary education. We employed the Multi-factorial Scale of Attitudes Toward Statistics (MSATS) and fuzzy-set qualitative comparative analysis (fsQCA) on a sample of 95 secondary school students in Spain. We identified the recipes or causal combination of factors, leading to low and high levels of anxiety. The results indicate that self-confidence and motivation are important factors in these recipes, but there is no single necessary condition that ensures lower levels of anxiety.

scholarly journals IṬAINILAIPPAḶḶIKAḶIL MĀṆAVARKAḶIṈ CUYA CĀLPUṬAIMAIK KŪṞUKAḶAI VALUPPAṬUTTUM AKALVIḶAKKU NĀVAL [AGAL VILAKKU NOVEL TO STRENGTHEN SECONDARY SCHOOL STUDENT’S SELF-ESTEEM ELEMENTS]

2021 ◽  
pp. 100-115
Author(s):  
ILAMPURANAN KIRAMANY ◽  
S. KUMAR
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Document Analysis ◽  
Self Esteem ◽  
School Students ◽  
Teaching Literature ◽  
Tamil Literature ◽  
Qualitative And Quantitative ◽  
Self Confidence

Teaching Tamil literature in secondary schools ensures that students' knowledge of literature is nurtured and appreciated. And the goal is to produce individuals who are intelectually, spiritually, emotionally and physically balanced and harmonic. The study was conducted to find out how M. Varatharasan's novel 'Agalvilakku' novel contributes to the development of Self-Esteem Elements among secondary schools students. This study was conducted in qualitative and quantitative approach. Document analysis and fieldwork in particular are the primary approaches to this study. The study concludes that the ‘Agalvilakku’ novel plays a major role in the development of self - possessive elements such as leadership, virtue, self - confidence, self - esteem, energy, creativity, and personal, social interaction among secondary school students. M. Varadarajan's ‘Agalvilakku’ novel is suitable for teaching literature to secondary school students.

Image of Self and Image of others among Secondary School Students in Dakar

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1227-1238 ◽  
Author(s):  
Michel Vandewiele ◽  
Walter D'Hondt ◽  
Jean-Francois De Hemptinne
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Economic Status ◽  
Social Interest ◽  
Personal Characteristics ◽  
School Students ◽  
Social Stimuli ◽  
Socio Economic Status ◽  
Self Confidence

With the help of a questionnaire addressed to 1094 secondary school youngsters, we studied adolescents' reactions to opinions of the young and of adults on some themes such as acculturation, social interest, etc. Adolescents' own stands on these matters were also requested. Subjects tended to think that comrades their age were far more acculturated than were they and adults; boys considered they were less culturally assimilated than girls, who felt less assimilated than boys. Boys held that they were more interested in politics than girls. Girls and women were considered particularly sensitive to certain social stimuli such as attaching great importance to what people thought and admiring people who were successful in life. Concerning certain personal characteristics, subjects attributed mostly to boys the love of risk, self-confidence, and reflection prior to action, to adults loneliness, and finally honesty to men. The influence of age and father's socio-economic status was also examined.

scholarly journals Counseling services and their relationship to self-confidence among secondary school students in Taif Governorate: الخدمات الإرشادية وعلاقاتها بالثقة بالنفس لدى طلاب المرحلة الثانوية بمحافظة الطائف بالسعودية: دراسة وصفية

2020 ◽  
Vol 4 (34) ◽  
Author(s):  
Hussain Ahmad Al-Harthi
Keyword(s):  
Secondary School ◽  
Cultural Awareness ◽  
Secondary School Students ◽  
Department Of Education ◽  
Counseling Services ◽  
School Students ◽  
Counseling Programs ◽  
Total Study Population ◽  
Self Confidence ◽  
Student Guidance

The study aimed to find the relationship between counseling services and self-confidence among high school students in Taif Governorate. To achieve the goal of the research, the researcher used the descriptive approach. A random sample of secondary school students in Taif Governorate was selected, amounting to 750 students, and it represents about 5% of the total study population, which numbered about 15000 students. The study tools were the scale of indicative services prepared by the researcher. And a measure of self-confidence prepared by Al-Qawasmeh and Al-Farah (1996). The study found that there is a positive correlation between counseling services provided to secondary school students in Taif Governorate and self-confidence, and the correlation coefficient has reached (0.77). In light of the results of the study, the researcher recommended a number of recommendations, Preparing counseling programs by the Department of Student Guidance and Guidance in the Department of Education and applying them in schools to develop self-confidence., Providing the necessary training courses for student counselors to provide counseling services more effectively., Designing special counseling programs by specialists in the Department of Student Guidance and Guidance in the Department of Education and Universities for students who suffer from low self-confidence- Spreading cultural awareness in the family about the nature of adolescence as a development stage, while clarifying its characteristics and manifestations.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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