Examining Personal and Social Responsibility Levels of Secondary School Students

In the conditions of unstable modern community development we should secure our future. Thus, the issue of social responsibility among both individuals (citizens, representatives of different professions), and collective subjects (corporations, governments, states) becomes more and more relevant. In this article, taking into account the experience of Russian and foreign scientists, the methodology of the activity approach, social and active education and theories of positive action of the youth, we may reveal the potential of the social test method in the development of social responsibility among secondary school students. The peculiar feature of this method being applied consists in ensuring the students’ voluntary participation in socially important activities. Moreover, these activities include the following discussion and feedback concerning their social responsibility (its value bases, the ways of demonstration and implementation, the effect on the participants and people around them) together with the consistently increasing authorship and social interaction experience in the course of analyzed activity.

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Background Variables, Social Responsibility and Academic Achievement among Secondary School Students in Bayelsa State of Nigeria

Studies on Home and Community Science ◽

10.1080/09737189.2010.11885295 ◽

2010 ◽

Vol 4 (1) ◽

pp. 27-32 ◽

Cited By ~ 3

Author(s):

Agnes Ebi Maliki ◽

Elliot Sibiri Asain ◽

Janet Kebbi

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Social Responsibility ◽

Secondary School Students ◽

School Students

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The relationship between physical education and sport values with self-reported personal and social responsibility behaviours

African Educational Research Journal ◽

10.30918/aerj.84.20.194 ◽

2020 ◽

Vol 8 (4) ◽

pp. 897-905

Author(s):

Tarık Balci ◽

Keyword(s):

Physical Education ◽

Secondary School ◽

Social Responsibility ◽

Linear Regression Analysis ◽

Multiple Linear Regression Analysis ◽

School Students ◽

Sports Culture ◽

The Subject ◽

Personal And Social Responsibility ◽

The Relationship

The aim of this research was to determine the level of values related to the subject of physical education and sport with self-reported personal and social responsibility behaviours in students studying in secondary school and to examine the relationship between them. For this purpose, this study, which was carried out with the participation of 1138 secondary school students from 13 different secondary schools in Balıkesir/Turkey, was conducted with a multi-factor predictive correlational design. “Physical Education and Sports Lesson Value Scale” and “Personal and Social Responsibility Behaviours Scale” were used in collecting the data. Pearson correlation analysis and multiple linear regression analysis were used in the analysis of the data. It was determined that students’ values related to the subject of physical education and sport with their self-reported personal and social responsibility behaviours were at a high level. When the mean scores in the sub-dimensions of the scale of values related to the subject of physical education and sport are examined, it is seen that the most important values were considered to be awareness and respect, in that order, and that the values with the lowest mean scores were sports culture and national culture and unity. According to the results of multiple linear regression analysis, the values of respect, awareness, healthy life and nutrition, national culture and unity, solidarity, and sports culture explained 42 and 47% of the variance personal and social responsibility, respectively. As a result, it can be said that physical education and sport values are important variables in predicting the self-reported personal and social responsibility behaviours of secondary school students.

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

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

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.

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Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

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.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

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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