scholarly journals Strategie chroniące ego – analiza motywacyjna na przykładzie self-handicapping i defensive pessimism

Neofilolog ◽  
2010 ◽  
pp. 163-171
Author(s):  
Aleksandra Więckowska
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Traditional Classrooms ◽  
School Students ◽  
Defensive Pessimism ◽  
Self Image ◽  
Factors Influencing ◽  
Self Worth ◽  
Protective Strategies

In traditional classrooms, where students are evaluated on the basis of their actions, poor performance is closely linked to the lack of ability. Many students often see failure as a threat to their positive self-image and instead of increasing efforts, apply various ego-protective strategies to shift attention from real or hypothesized lack of ability to other factors influencing unsatisfactory production. In both cases self-worth is protected. This paper aims at performing a motivational analysis of two such strategies, i.e. self-handicapping and defensive pessimism used by secondary school students in achievement context.

Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Umar Abdullahi ◽  
Musa Sirajo
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Secondary School Student ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
School Students ◽  
Quality Of Instruction ◽  
The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

SoundOFF: Present Mathematics Course Sequence

1984 ◽  
Vol 77 (5) ◽  
pp. 325-326
Author(s):  
John H. Saxon
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Self Image ◽  
Course Sequence ◽  
Mathematics And Science ◽  
Mathematics Course

The flight from mathematics and science by American secondary school students is a flight from intimidation. These changelings are no longer babies but are not yet mature, and they are striving to develop a positive self-image. Unsure of their abilities, they are psychologically vulnerable. They realize they must someday learn to fend for themselves, but now they feel an overriding need to protect themselves from self-doubt and preventable damage to the ego.

scholarly journals Pedagogical pattern of running a course on secondary school students’ achievement in waves

2021 ◽  
Vol 10 (1) ◽  
pp. 336
Author(s):  
Nkwo Inyang Nkwo ◽  
Margaret Ndidiamaka Anugwo ◽  
J. O. Ugama
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Interaction Effect ◽  
Quasi Experimental ◽  
Research Questions ◽  
And Gender

<span>This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.</span>

Factors influencing elective language choice

1995 ◽  
Vol 18 (1) ◽  
pp. 95-108 ◽  
Author(s):  
Judith McGannon ◽  
Anna Medeiros
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Peer Group ◽  
Language Choice ◽  
School Students ◽  
Group Preference ◽  
Perceived Ability ◽  
Factors Influencing

Abstract Factors influencing the decision of secondary school students to continue or discontinue the study of French beyond the compulsory years were investigated in a government secondary college in an outer eastern suburb of Melbourne. Six classes of year 8 French students were surveyed. The results of the study indicate that gender, perceived ability in French, encouragement from parents and teachers, peer group preference, and beliefs about the career relevance of French influence the decision of students to opt in or out of the language programme.

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