The correlation between teachers’ humor and class climate: A study targeting primary and secondary school students

2020 ◽  
Vol 33 (3) ◽  
pp. 405-421 ◽  
Author(s):  
Ryota Tsukawaki ◽  
Tomoya Imura ◽  
Nanae Kojima ◽  
Yoshiya Furukawa ◽  
Katsuhiro Ito
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Sixth Grade ◽  
Significant Negative Correlation ◽  
Self Report ◽  
School Students ◽  
Class Climate ◽  
Positive Class ◽  
Aggressive Humor ◽  
Opposite Manner

AbstractThis study investigated the relationship between types of humor (aggressive humor and affinity humor) of homeroom teachers, as recognized by their students, and five domains of class climate (mutual respect among the students, discipline, willingness, enjoyment, and resistance). The participants included a total of 500 students – 250 primary school students (fourth to sixth grade) and 250 secondary school students (seventh to ninth grade) in Japan. The students answered questions about their homeroom teacher’s type of humor and the climate of their class using a self-report scale. We labeled five variables of class climate as dependent variables, and two types of teachers’ humor as independent variables, and conducted a hierarchal multiple regression analysis with two steps. Findings showed that aggressive humor had a significant negative correlation to all positive class climates, and a significant positive correlation to negative class climates. Affinity humor indicated a significant correlation in the exact opposite manner to the above findings. Furthermore, the interaction effect of the two types of teachers’ humor was insignificant for every variable of class climate. The findings indicated that an ideal class climate could be created if teachers refrained as much as possible from using aggressive humor and used affinity humor.

scholarly journals “My Life during the Lockdown”: Emotional Experiences of European Adolescents during the COVID-19 Crisis

2021 ◽  
Vol 18 (14) ◽  
pp. 7638
Author(s):  
Alberto Forte ◽  
Massimiliano Orri ◽  
Martina Brandizzi ◽  
Cecilia Iannaco ◽  
Paola Venturini ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Emotional Reactions ◽  
Self Report ◽  
Emotional Experiences ◽  
Point Scale ◽  
School Students ◽  
Online Questionnaire ◽  
Public Health Strategies ◽  
Web Platform

This study investigates, using an online self-report questionnaire, adolescents’ emotional reactions during the lockdown in a sample of 2105 secondary school students (aged 14–19) in Italy, Romania, and Croatia. We used a self-reported online questionnaire (answers on a 5-point scale or binary), composed of 73 questions investigating the opinions, feelings, and emotions of teenagers, along with sociodemographic information and measures of the exposure to lockdown. The survey was conducted online through a web platform in Italy (between 27 April and 15 June 2020), Romania, and Croatia (3 June and 2 July 2020). Students aged >14 years, living in a small flat, and not spending time outside were more likely to report anger, sadness, boredom/emptiness, and anxiety. Boys were significantly less likely than girls to report all measured emotional reactions. Those who lost someone from COVID-19 were more than twice as likely to experience anger compared to those who did not. Our findings may help identifying adolescents more likely to report negative emotional reactions during the COVID-19 pandemic and inform public health strategies for improving mental health among adolescents during/after the COVID-19 crisis.

Another Look at Secondary School Students' Attitudes toward Reading

1980 ◽  
Vol 12 (3) ◽  
pp. 187-201 ◽  
Author(s):  
Ramon Lewis ◽  
William H. Teale
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Report ◽  
Individual Development ◽  
Attitudes Toward Reading ◽  
School Students ◽  
Peer Ratings ◽  
Validity Data ◽  
Research Issues ◽  
Students Attitudes

Argues that secondary school students' attitudes toward reading may be conceptualized multi-dimensionally as consisting of Individual Development, Utilitarian, and Enjoyment factors. Describes the development of self-report scales designed to measure each of these dimensions of reading attitude. Factor analyses showed the dimensions to be distinguishable empirically one from the other. The three scales were found to be internally consistent (α = .69-.92) and stable (α = .72-.90). Concurrent validity data based on peer ratings are also provided. Implications for pedagogical and research issues arising from this conceptualization of attitude toward reading are also discussed.

The Relationship between Suicidal Tendencies and Psychological Pressures and Certain Demographic Variables for a Sample of Secondary School Students and University Students in Riyadh City: الميول الانتحارية وعلاقتها بالضغوط النفسية وبعض المتغيرات الديموغرافية لدى عينة من طلاب المرحلة الثانوية والمرحلة الجامعية بمدينة الرياض

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Mohammed Qaed Zaid Alghamdi
Keyword(s):  
Secondary School ◽  
University Students ◽  
Negative Correlation ◽  
Educational Level ◽  
Secondary School Students ◽  
Significant Negative Correlation ◽  
Average Score ◽  
School Students ◽  
Riyadh City ◽  
The Relationship

This study aims to identify the relationship between suicidal tendencies and psychological pressures for a sample of secondary school students and university students in Riyadh city. It also aims to reveal the differences in the suicidal tendencies level and psychological pressures in light of the following variables (education stage - parents' educational level - family's economic level). This research is applied to a sample of (100) secondary school students and (100) university students in Riyadh city. The researcher applied the following scales to the study sample members: suicidal tendencies scale prepared by Alshehri, Mohammed (2010), psychological pressures scale prepared by Alshawi, Suliman (2010) regulated to Saudi environment. The study findings revealed that there was a statistically significant positive correlation between psychological pressures and suicidal tendencies; there were statistically significant differences between the average score of secondary school students and university students in terms of suicidal tendencies in favor of the university students; there was a statistically significant negative correlation between the level of household's income and suicidal tendencies; there was a statistically negative correlation between father's educational level and suicidal tendencies; there was a statistically negative correlation between mother's educational level and suicidal tendencies. The research concluded a combination of recommendations that reduce the psychological pressures and suicidal tendencies for secondary school and university students. It also recommended researching the factors that increase the psychological pressures and suicidal tendencies for secondary school and university students. It also suggested providing proper solutions to create a suitable environment that reduces the psychological pressures and suicidal tendencies for secondary school and university students.

Socio-economic disparities in Australian adolescents’ eating behaviours

2013 ◽  
Vol 17 (12) ◽  
pp. 2753-2758 ◽  
Author(s):  
Philippa Niven ◽  
Maree Scully ◽  
Belinda Morley ◽  
David Crawford ◽  
Louise A Baur ◽  
...  
Keyword(s):  
Secondary School ◽  
Fast Food ◽  
Secondary School Students ◽  
Social Inequalities ◽  
Self Report ◽  
Eating Behaviours ◽  
School Students ◽  
Sugar Sweetened Beverages ◽  
Economic Disparities ◽  
Sweetened Beverages

AbstractObjectiveTo assess the association between socio-economic position (SEP) and poor eating behaviours in a large representative sample of Australian secondary-school students.DesignCross-sectional survey of students’ vegetable, fruit, sugar-sweetened beverage and fast-food consumption assessed using validated instruments and collected via a web-based self-report format.SettingSecondary schools across all Australian states and territories.SubjectsSecondary-school students (n 12 188; response rate: 54 %) aged 12–17 years participating in the 2009–10 National Secondary Students’ Diet and Activity (NaSSDA) survey.ResultsOverall, 25 % of students reported consuming ≤1 serving of vegetables/d and 29 % reported eating ≤1 serving of fruit/d. Fourteen per cent of students reported drinking at least 1–2 cups of sugar-sweetened beverages/d while 9 % reported eating fast food ≥3 times/week. After adjusting for other demographic factors, students of lower-SEP areas were more likely to report low intake of vegetables (F(4, 231) = 3·61, P = 0·007) and high frequency of consumption of sugar-sweetened beverages (F(4, 231) = 8·41, P < 0·001) and fast food (F(4, 231) = 4·59, P = 0·001) compared with students of high-SEP neighbourhoods. A positive SEP association was found for fruit consumption among female students only (F(4, 231) = 4·20, P = 0·003). Those from lower-SEP areas were also more likely to engage in multiple poor eating behaviours (F(4, 231)=5·80, P < 0·001).ConclusionsResults suggest that socio-economic disparities in Australian adolescents’ eating behaviours do exist, with students residing in lower-SEP neighbourhoods faring less well than those from high-SEP neighbourhoods. Reducing social inequalities in eating behaviours among young people should be a key consideration of future preventive strategies.

Factors associated with frequent consumption of fast food among Australian secondary school students

2020 ◽  
Vol 23 (8) ◽  
pp. 1340-1349
Author(s):  
Maree Scully ◽  
Belinda Morley ◽  
Philippa Niven ◽  
David Crawford ◽  
Iain S Pratt ◽  
...  
Keyword(s):  
Secondary School ◽  
Food Consumption ◽  
Fast Food ◽  
Secondary School Students ◽  
Weight Status ◽  
Self Report ◽  
Snack Food ◽  
School Students ◽  
Fast Food Consumption ◽  
Frequent Consumption

AbstractObjective:To examine demographic and behavioural correlates of frequent consumption of fast food among Australian secondary school students and explore the associations between fast food consumption and social/environmental factors.Design:Cross-sectional survey using a web-based self-report questionnaire.Setting:Secondary schools across all Australian states and territories.Participants:Students aged 12–17 years participating in the 2012–2013 National Secondary Students’ Diet and Activity survey (n 8392).Results:Overall, 38 % of students surveyed reported consuming fast food at least weekly. Being male, residing in lower socio-economic areas and metropolitan locations, having more weekly spending money and working at a fast food outlet were all independently associated with consuming fast food once a week or more, as were several unhealthy eating (low vegetable intake and high sugary drink and snack food intake) and leisure (low physical activity and higher commercial television viewing) behaviours and short sleep duration. Frequent fast food consumption and measured weight status were unrelated. Students who agreed they go to fast food outlets with their family and friends were more likely to report consuming fast food at least weekly, as were those who usually ‘upsize’ their fast food meals and believe fast food is good value for money.Conclusions:These results suggest that frequent fast food consumption clusters with other unhealthy behaviours. Policy and educational interventions that reach identified at-risk groups are needed to reduce adolescent fast food consumption at the population level. Policies placing restrictions on the portion sizes of fast food may also help adolescents limit their intake.

scholarly journals Relationship between the use of humor and life satisfaction in Secondary School students

2017 ◽  
Vol 7 (2) ◽  
pp. 87-97
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Life Satisfaction ◽  
Secondary School ◽  
Secondary School Students ◽  
Satisfaction With Life ◽  
Research Data ◽  
Humor Styles ◽  
School Students ◽  
Aggressive Humor ◽  
The Relationship

Secondary school students (N=1304) and 12-17 years old, were evaluated and mood styles and their satisfaction with life were analyzed. The results show a moderately satisfied with their lives teenagers and humor styles are used in this order: affiliative, self-improvement, aggressive and self-destructive. The life satisfaction correlated with positive styles of humor (affiliative and self-improvement) and inversely with the use of aggressive humor. Just a 25.85% of adolescents in the sample, make good use of humor (greater use of positive and less negative styles) and good levels of satisfaction with life. In addition, although men make more use of humor, both positive and negative, being a woman increases life satisfaction by 0.85 points from being male, being gender variable greater weight in predicting the score life satisfaction, self-improvement followed humor, aggressive humor and affiliative humor. In conclusion, stating that the research data provide a profile of moderately satisfied with his life teenagers, with greater use of the styles of positive humor, as well as evidence of the relationship between the use of humor and life satisfaction.

scholarly journals Relationship between Academic Emotions, Self-efficacy and mathematics achievement of secondary school students in Central Division, Machakos County, Kenya

2018 ◽  
Vol 1 (2) ◽  
pp. 29-57
Author(s):  
Elizabeth N. Mutisya ◽  
Theresia K Kinai ◽  
Jotham N. Dinga ◽  
Samuel M. Mutweleli
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Self Report ◽  
School Students ◽  
Academic Emotions ◽  
Central Division ◽  
And Mathematics

The purpose of this study was to determine the relationship between academic emotions and self- efficacy in predicting mathematics achievement of secondary school students. A random sample of 300 form three students (150 males, 150 females) was selected from public secondary schools in Central Division, Machakos County, Kenya. Correlation research design was adopted and data collected using a self report questionnaire. Analysis of examination records was done to obtain data on mathematics achievement. Relationships were determined using Pearson product-moment correlation method while t-test for independent samples was used to determine gender differences between students’ academic emotions, self-efficacy and mathematics achievement. Results revealed a significant relationship between students academic emotions, self-efficacy and mathematics achievement. Significant gender differences were found in students’ academic emotions and self-efficacy. The findings are useful in helping students to develop control over the process of learning mathematics and attach high value to the subject, which lead to development of positive emotions which have a positive correlation to academic achievement.

scholarly journals Opinions of Secondary School Students on the Use of Mobile Augmented Reality Technology in Science Teaching

2021 ◽  
Vol 4 (4) ◽  
pp. 327-336
Author(s):  
Gonca Keçeci ◽  
Pelin Yıldırım ◽  
Fikriye Kırbağ Zengin
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Science Teaching ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
Structured Interview ◽  
Control Group ◽  
Mobile Augmented Reality ◽  
School Students

Mobile augmented reality (MAR) draws attention in terms of providing a flexible learning process and environment. It is thought that learning environments can be more effective using MAR technology. The research aimed to determine the secondary school students' views on the use of MAR technology in science teaching. The research was conducted with 143 students studying in the sixth grade at two different secondary schools in Turkey. In the research, convergent parallel patterns from mixed-method patterns were used. For eight weeks, the research was carried out to cover the systems unit in our body, situated in the 6th-grade science course curriculum. During the process, the Anatomy 4D application was used in the experimental group during the procedure, and the science course curriculum was used in the control group.  In this paper, a part of the mixed research, the qualitative data collected from the experimental group's semi-structured interview form and diaries were analyzed. Descriptive analysis was used to analyze the data. As a result of the research, although the students do not have a clear idea about AR and MAR technologies at the beginning of the application, it is observed that their thoughts change over time, and MAR applications are effective on the success of the course.

scholarly journals A STUDY OF THE ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS SCIENCE PROCESS SKILLS

2021 ◽  
Vol 9 (5) ◽  
pp. 372-377
Author(s):  
Joy A. Ajanigo ◽  
◽  
Sunday Aboritoli ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Negative Attitude ◽  
Self Report ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Senior Secondary School ◽  
Pedagogical Competence ◽  
Senior Secondary

Science process skill (SPS)is an essential skillrequired in studying science and achieving the reform in Science, Technology, Engineering, and Mathematics (STEM) education in Nigeria. Science process skills areinseparable from scientific processes, such as observing, experimenting, and analyzing events. The current studys primary purpose is to assess the attitude of senior secondary school students towards science process skills. Also, to determine the teachers pedagogical competence (TCP) inattitude towards science process skills. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards science process skills and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards science process skills. The findings and practical implications of the study are discussed.

scholarly journals Cognitive Distortions And It’s Relationship With Exam Anxiety And The Perceived Self-Efficacy Among Secondary School Students In Sakhnin City: التشوهات المعرفية وعلاقتها بقلق الامتحان والكفاءة الذاتية المدركة  لدى طلبة المرحلة الثانوية في مدينة سخنين

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Hussin Kmal Hussin Knamh, Moeen Nsrawen
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Cognitive Distortions ◽  
Significant Negative Correlation ◽  
Future Research ◽  
Validity And Reliability ◽  
School Students ◽  
Secondary Stage ◽  
Exam Anxiety

  This study aimed to identify the cognitive distortions and It’s relationship with exam anxiety and the perceived self-efficacy among secondary school students in sakhnin city in palestine. The study sample consisted of (175) male and female of students in the secondary stage in sakhnin city during the second semester of the academic year (2018/2019). To achieve the aim of the study, the researcher developed the standards of both cognitive distortions, and anxiety of the exam, and perceived self-efficacy. Validity and reliability for both scales were obtained. The results showed a low level of cognitive distortions and exam anxiety among secondary school students in sakhnin city, and a high level of perceived self-efficacy among secondary school students in sakhnin city. The results showed a statistically significant positive correlation between cognitive distortions and exam anxiety among secondary school students in sakhnin city. Also a statistically significant negative correlation found between cognitive distortions and perceived self-efficacy among secondary school students in sakhnin city. Several recommendations and suggestions were provided; including the need for future research investigating the relationships between the cognitive distortions, and anxiety of the exam, and perceived self-efficacy in the light of gender and classroom variables.

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