scholarly journals Career Indecision and Career Anxiety in High School Students: An Investigation through Structural Equation Modelling

2018 ◽  
Vol 18 (78) ◽  
pp. 1-20
Author(s):  
Funda NALBANTOGLU YILMAZ ◽  
Hicran CETIN GUNDUZ
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Career Indecision ◽  
School Students ◽  
Equation Modelling ◽  
Career Anxiety

scholarly journals Burnout and coping strategies among future healthcare professionals: A structural equation modelling approach

2021 ◽  
pp. 94-94
Author(s):  
Sonja Ivancevic ◽  
Milica Maricic ◽  
Tatjana Ivanovic ◽  
Vesna Tepsic-Ostojic ◽  
Sanja Stosic
Keyword(s):  
High School ◽  
High School Students ◽  
Coping Strategies ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Male Students ◽  
School Students ◽  
Coping With Stress ◽  
Equation Modelling ◽  
The Relationship

Background/Aim. To reduce the risk of burnout development of medical professionals, it is important to identify the contributing factors as early as in their schooling years. The aim of this research is to propose a model that will determine the relationship between the coping strategies medical high school and medical faculty students use, and burnout. Methods. The cross-sectional study included 164 medical high school students (80.5% female and 19.5% male students) and 344 students of the University of Belgrade - Faculty of Medicine (76.9% female and 23.1% male students). The model exploring the relationship between coping strategies (measured by Brief COPE scale) and burnout (measured by CBI-S scale) was tested using structural equation modelling (SEM) analysis. Results. When coping with stress, medical high school students use Acceptance, Venting, Behavioural Disengagement, and Planning that increase their burnout, and they do not use any strategies that would help them reduce burnout. When coping with stress, medical faculty students use Planning, Acceptance, Humour, Venting, Behavioural Disengagement, Self-Blame, and Substance Use that increase their burnout and Positive Reframing which helps them reduce burnout. Conclusion. The results of this research show an evident lack of use of adaptive coping strategies with both groups of respondents. Proper education would help them replace these dysfunctional coping strategies with more constructive ones.

scholarly journals Self-esteem of high school students: A structural equation modelling analysis

2019 ◽  
Vol 14 (3) ◽  
pp. 422-435
Author(s):  
Taner Atmaca ◽  
Hamit Ozen
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Self Esteem ◽  
Academic Stress ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
School Students ◽  
Parental Pressure ◽  
Equation Modelling

The aim of this study is to investigate the effect of the parents’ success pressure, academic stress and fear of negative evaluation on high school students’ self-esteem. The relationships between self-esteem and parent’s pressure for academic success, fear of negative evaluation and academic stress on high school students were investigated employing structural equation modelling. The data were collected from 499 students studying at an Anatolian high school in Duzce province with purposeful sampling method. The characteristic of this school is a project school with successful students who get the highest score in the High School Entrance Examination. The result demonstrates that parental pressure for academic achievement on students and associated academic stress increase students’ fear of being evaluated negatively at school, which in turn affects students’ self-esteem. The fear of negative evaluation is a partial mediator between parental pressure and self-esteem, and full mediation between academic stress and self-esteem. Keywords: Parent pressure; fear of negative evaluation; academic stress; self-esteem, high school.  

An analysis of achievement goal orientations and chemistry motivations of students within the structural equation modelling and an evaluation of the influencing factors

2019 ◽  
Vol 6 (2) ◽  
pp. 01-08
Author(s):  
Fatma Alkan ◽  
Aysem Seda Yucel
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Achievement Goal Orientations ◽  
School Students ◽  
Equation Modelling

The aim of this study based on this view is to investigate the relationship between the achievement-goal orientations of students during learning and their motivation levels towards learning chemistry. The study was designed in the relational survey model. The sample of the research consists of 688 high school students. In the research, the scale of achievement goal orientations and chemistry motivation questionnaire have been used as data collection tools. According to the structural equation modelling results, the fit indexes of the model are at the levels of good fit and acceptable fit. There is a positive and substantive link between achievement goal orientation and chemistry motivation. According to Manova results of the research, it has been determined that sex has a substantive impact on the performance-approach and performance-avoidance sub-dimensions of the achievement goal orientations scale and the internal motivation-personal convenience, external motivation, self-determination-self-sufficiency and anxiety of evaluation sub-dimensions of the chemistry motivation questionnaire. Keywords: Achievement goal orientation, chemistry motivation, structural equation modelling, multivariate analysis of variance.

scholarly journals EVALUASI PENERIMAAN JEJARING SOSIAL GOOGLE+ PADA SISWA SEKOLAH MENENGAH ATAS DI WILAYAH JAKARTA SELATAN

2015 ◽  
Vol 10 (2) ◽  
pp. 78
Author(s):  
Abdul Mufti ◽  
Fitriana Destiawati ◽  
Tri Yani Akhirina
Keyword(s):  
High School ◽  
High School Students ◽  
Social Network ◽  
Social Networking ◽  
Structural Equation ◽  
Equation Model ◽  
School Students ◽  
Use Of Technology ◽  
Analysis Technique ◽  
Networking Technologies

Based on the research in the first year high school students in Jakarta Google+ social networking technologies application is ready and accept the Google+ social networking technology but not to the use of a continuous basis. Therefore there is need for the development of the research is to use the model Unified Theory Of Acceptance And Use Of Technology (UTAUT). This study was conducted to evaluate the acceptance of the Google+ social network that has been done in the first phase of the study. Based on the results of the first phase of the research is still considered less acceptable social networking Google + as a learning medium high school students. The present study is expected to implement Google+ as a social network that can be used to accomplish more tasks. The method used for processing the data is to use the analysis technique of Structural Equation Model (SEM). The results of this study is the use of Google technology among high school students is strongly influenced by the condition of the supporting facilities for both girls and boys. If the environmental conditions and good supporting facilities, the interest of high school students to use technology Google+ will be even greater

scholarly journals Influencing factors of aggressive behavior among left-behind junior high school students: structural equation model

2020 ◽  
Author(s):  
Yi-Fei Li ◽  
Jie Zhang ◽  
Juan Li ◽  
Yi-Ping Chen ◽  
Si-Lan Yang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Aggressive Behavior ◽  
Junior High School ◽  
Structural Equation ◽  
Junior High ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
Left Behind

Abstract Background High aggressive behavior will harm the physical and mental health of children, and the probability of aggressive behaviors among left-behind junior high school students is significantly higher than that of non-left-behind ones, but the systematic research and intervention measures concerning the aggressive behavior of the left-behind junior high school students quite deficient at present. This study adopts the structural equation model to analyze the interrelationship and action modes of various factors affecting the aggressive behavior of the left-behind junior high school students to provide scientific basis for the mitigation and prevention of their aggressive behavior. Methods A structural equation model was constructed based on data from a cross-sectional survey of 751 left-behind junior high school students using Adolescent Self-rating Life Events Checklist, Rosenberg Self-Esteem Scale, Resilience Scale for Chinese Adolescents, Coping Style Questionnaire, and Buss-Warren Aggression Questionnaire. Results Self-esteem, resilience, positive coping, negative coping and household income have different direct or indirect effects on the aggressive behavior of left-behind junior high school students. Among them, self-esteem, resilience, positive coping and negative coping are the important mediating factors between life events and aggressive behavior of left-behind junior high school students. Conclusions Parents, teachers and temporary guardians in the care of left-behind children should try to avoid possible adverse effects that the life events have on the children, meanwhile should also through effective psychological intervention and social support, improving the self-esteem, psychological resilience and positive coping tendencies of left-behind children, in order to reduce or prevent their aggressive behaviors.

scholarly journals Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study

2019 ◽  
Vol 36 (1) ◽  
pp. 122-133 ◽  
Author(s):  
Jesús Alonso-Tapia ◽  
Miguel Ángel Ruiz ◽  
Juan Antonio Huertas
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Students ◽  
Indirect Effect ◽  
Structural Equation ◽  
Multilevel Model ◽  
Motivational Climate ◽  
School Students ◽  
Multilevel Study ◽  
Study Results

Research on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers’ motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CMC on students. For answering this question, a multilevel model of the relationships among a) teachers’ knowledge and motivational characteristics, b) students’ goals and expectancies (SGE), c) perceived CMC, and d) students’ attribution of perceived motivational improvement to teachers (APMIT) was tested using structural equation methods. A total of 2.223 Secondary and High-School students and their 95 teachers participated in the study. Results showed that teachers’ motivational quality (TMQ) has a significant indirect effect on differences between classrooms in CMC, and on the students’ attribution of perceived improvement in motivational variables to teachers, but also that teachers’ characteristics differ in their contribution to TMQ, and so, to CMC.

scholarly journals Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

2020 ◽  
Vol 17 (12) ◽  
pp. 4208 ◽  
Author(s):  
Rubén Trigueros ◽  
Elena Sanchez-Sanchez ◽  
Isabel Mercader ◽  
José M. Aguilar-Parra ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Social Skills ◽  
Structural Equation ◽  
Negative Relationship ◽  
Equation Model ◽  
School Students ◽  
Peer Harassment ◽  
Mood Scale

The objective of this study was to analyse the relationship between emotional intelligence and social skills, and how these two variables influence bullying. In this study, 912 Spanish high school students, 471 boys and 441 girls aged 14–16 years, participated, who were administered the Spanish version of the Trait Meta Mood Scale 24, the “Bateria de socialización BAS-3” and the Peer Harassment Questionnaire. To analyse the results, a structural equation model was made. The results reflected a positive relationship between emotional intelligence and social skills (B = 0.44, p < 0.001), and a negative relationship with respect to bullying (B = −0.56, p < 0.001). In turn, social skills reflected a negative relationship with respect to bullying (B = −0.38, p < 0.001). These results reflect the need to implement educational programs focused on the development of emotional intelligence in the classroom, as a means to try to stop bullying behaviours in the classroom.

scholarly journals INSTRUMENT DEVELOPMENT OF HIGHER ORDER THINKING SKILL IN MATHEMATICS INSTRUCTIONAL ON SENIOR HIGH SCHOOL

2015 ◽  
Vol 1 (1) ◽  
pp. 65
Author(s):  
Benidiktus Tanujaya
Keyword(s):  
High School ◽  
High School Students ◽  
Instrument Development ◽  
Structural Equation ◽  
Standard Procedure ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
School Students

The purpose of this research was to develop an instrument that can be used to measure higher-order thinking skills (HOTS) in mathematics instructional of high school students. This research was conducted using a standard procedure of instrument development, from the development of conceptual definition, development of operational definitions, determination constructs, dimensions, and indicators, to the preparation of blue print, item preparation, expert validation, and testing. Data results from trials be analyzed using factor analysis and analysis of structural equation modeling (SEM). The data analysis shows that there are 9 factors HOTS that construct the instrument with good validity and reliability. This instrument classifies high school students in the five categories of HOTS ability. HOTS grouping results can be used by various interested institutions to evaluate the instructional of mathematics. These evaluations are used to determine the success of student learning and the success of teachers' teaching.

scholarly journals Social network usage, shame, guilt and pride among high school students: Model testing

2016 ◽  
Vol 13 (1) ◽  
pp. 1926
Author(s):  
Uğur Doğan ◽  
Eyüp Çelik ◽  
Yahya Karakaş
Keyword(s):  
High School ◽  
High School Students ◽  
Social Network ◽  
Social Networking ◽  
Social Networking Sites ◽  
Structural Equation ◽  
Equation Modeling ◽  
Fit Indices ◽  
School Students ◽  
Network Usage

This study was aimed at testing a model which applies structural equation modeling (SEM) to explain social networking sites (SNS) usage. Performing SEM with a sample of 500 high school students (40% male, 60% female), the model examined the relationships among shame, guilt and pride on SNS, such Facebook and Twitter. It was hypothesized that SNS usage was predicted directly by shame and indirectly by pride and guilt. The SEM showed that shame affected SNS usage directly and positively, while guilt and pride indirectly affected SNS via shame. The fit indices of SEM produced good fit values (χ2 = 0.11, df = 2, χ2/df = 0.055, p = 0.94532, RMSEA = 0.00, GFI = 1.00, AGFI = 1.00, NFI = 1.00, NNFI = 1.00, CFI = 1.00, IFI = 1.00, RMR = 0.039; SRMR = 0.0042). According to these results, high school students’ feelings of shame, guilt and pride are important predictors of SNS usage.

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