scholarly journals The Role of the Media in the Process of Shaping the Skills and Attitudes of Lower Secondary School Students

2019 ◽  
Vol 11 (1) ◽  
pp. 289-307
Author(s):  
Joanna Michalak-Dawidziuk
Keyword(s):  
Secondary School ◽  
Continuing Education ◽  
Secondary School Students ◽  
Negative Influence ◽  
Professional Life ◽  
Personal Life ◽  
Lower Secondary School ◽  
School Students ◽  
The Media

Media play an important role in social and personal life. They affect opinion forming, promote trends and shape skills and attitudes. Their impact is enormous. Media can have both positive and negative influence, as they are addressed to adults and young people, whose opinions and characters have not yet crystallised. Thus the question about the extent to which the media shape abilities pertaining to the recognition of individual educational needs and learning, which is “(…) the foundation for success at school, in continuing education and in professional life.” Results of research conducted among lower secondary school students provide answers to these questions.

scholarly journals Scores of Brunei Lower Secondary School Students on Emotional Intelligence Variables: Exploring the Differences

2015 ◽  
Vol 8 (4) ◽  
pp. 22
Author(s):  
Norfaezah Masri
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Mixed Methods Research ◽  
Secondary School Students ◽  
Personal Life ◽  
The Internet ◽  
Lower Secondary School ◽  
School Students ◽  
Intelligence Scale ◽  
Positive Impression

<p>The survey compared the emotional intelligence of 254 (128 females) randomly selected Year 11 Brunei Cambridge General Certificate of Education (BCGCE) Ordinary Level students using the six subscales of the BarOn Emotional intelligence scale – youth version. Females scored significantly higher on the intrapersonal variable than males. However, males sored much higher on the positive impression subscale. In addition, students aged 16 scored significantly higher on the interpersonal scale than all others. However, the 15-year olds scored highest on the adaptability and positive impression scales than their peers. Furthermore, participants who reported that they were not so much satisfied with their personal life scored significantly higher on the interpersonal scale than their counterparts. Moreover, participants who consult friends when faced with problems scored significantly higher on the interpersonal variable while those who search the internet for solutions to problems scored higher than others on the adaptability scale. No significant differences were obtained on any subscale when participants were compared on the basis of their parents’ marital status as well as the type of guardian they stayed / lived with. Implications of the findings are discussed and mixed-methods research was recommended.</p>

scholarly journals Invertebrate-Interactive Dichotomous Key Media: Enhance Students Learning Motivation in Lower Secondary School

2020 ◽  
Vol 10 (9) ◽  
pp. 669-673
Author(s):  
Rizhal Hendi Ristanto ◽  
◽  
Mieke Miarsyah ◽  
Ilena Amalia Luthfi ◽  
Endah Kristiani ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Motivation ◽  
Lower Secondary School ◽  
School Students ◽  
Dichotomous Key ◽  
Invertebrate Animals ◽  
The Media ◽  
Expert Validation

The purpose of this research is to develop interactive learning media about classification of organisms. This research used modification of 4D method (Define, Design, Develop, and Disseminate from Thiagarajan et al., 1974). Invertebrate Interactive Dichotomous Key (Invertebrate-IDKM) is given in the learning at lower secondary school. Percentage of the expert validation is 80%. According to the validation result, we conclude that Invertebrate-IDKM is valid in the media, materials, languages, and eligible in the learning about the classification of organisms especially classification of invertebrate animals. Invertebrate-IDKM increases learning motivation especially lower secondary school students because it encourages interaction and use technology.

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.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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