scholarly journals Autoestima, motivación e inteligencia emocional: Tres factores influyentes en el diseño exitoso de un proyecto de vida de jóvenes estudiantes de educación media

2016 ◽  
Vol 20 (2) ◽  
pp. 1 ◽  
Author(s):  
Andrea Magdalena Lomelí-Parga ◽  
María Guadalupe López-Padilla ◽  
Jaime Ricardo Valenzuela-González
Keyword(s):  
High School Students ◽  
Young People ◽  
Research Study ◽  
Population Sample ◽  
Self Esteem ◽  
School Students ◽  
Life Challenges ◽  
Determining Factors ◽  
Life Projects

The purpose of this research study is to depict the factors that allow young people to effectively carry out their life projects by planning short, mid, and long term goals. The population sample participating in this study was comprised of middle and high school students. This research was executed using mixed methods in order to identify the determining factors for young people who plan to have success in facing the daily life challenges, as well as today’s society demands, through a solid construction of their private vision of the future. The results of this project determine that the features which allow the conclusion of students’ life projects are closely related with a high self-esteem and motivation, as well as some emotional intelligence that allow students to visualize a successful personal and professional future.

scholarly journals SELF-ESTEEM DEVELOPMENT OF VOCATIONAL HIGH SCHOOL STUDENTS IN INDONESIA: DOES GROUP COUNSELING WITH ASSERTIVE TRAINING TECHNIQUE HELP?

2020 ◽  
Vol 39 (3) ◽  
pp. 573-582
Author(s):  
Nandang Rusmana ◽  
Anne Hafina ◽  
Riesa Rismawati Siddik ◽  
Lutfi Nur
Keyword(s):  
High School Students ◽  
Self Esteem ◽  
Control Group ◽  
Vocational High School ◽  
Group Counselling ◽  
School Students ◽  
Control Group Design ◽  
Training Technique ◽  
Life Challenges ◽  
Assertive Training

Self-esteem contributes to an individual’s mental health and quality of life because it determines who they are, activities they do, as well as their personality. This study aimed to describe the development of students’ self-esteem through group counselling intervention with an assertive training technique. Employing a true experimental method with the pretest–posttest control group design, this study involved 191 students as the samples following Isaac and Michael at an error level of 5% of the total population of 420 students. From the self-esteem questionnaires, it was found that 28 students belonged to the low self-esteem group. Then, interventions were carried out in six sessions outside of class hours, with a duration of 90 minutes for each session. The data were obtained through the Coopersmith Self-Esteem Inventory (CSEI) instrument with a reliability value of .92, and analyzed using the Mann-Whitney two mean discrimination test. The results showed that students who were given group-counselling interventions with assertive training technique were better than those in the control group. Therefore, assertive training technique helps restore students' awareness of their rights to have a happy and esteemed life. Besides, assertive training technique helps renew students' confidence in the functioning of their minds and belief in their abilities in facing life challenges.

scholarly journals Science Gallery Dublin—Open Mind: Improving Mental Health of Young People

2021 ◽  
pp. 119-127
Author(s):  
Grace D’Arcy ◽  
Ilaria Mariani
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Young People ◽  
Well Being ◽  
Health Issues ◽  
School Students ◽  
Teachers College ◽  
Open Mind

AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.

Alienation, Self-Esteem and Attitudes toward Drinking in High-School Students

1968 ◽  
Vol 29 (2) ◽  
pp. 350-354 ◽  
Author(s):  
Howard T. Blane ◽  
Marjorie J. Hill ◽  
Elliot Brown
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
School Students

scholarly journals How body concerns, body mass, self-rated health and self-esteem are mutually impacted in early adolescence: a longitudinal cohort study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Eivind Meland ◽  
Hans Johan Breidablik ◽  
Frode Thuen ◽  
Gro Beate Samdal
Keyword(s):  
Cohort Study ◽  
High School Students ◽  
Body Mass ◽  
Self Esteem ◽  
Longitudinal Cohort Study ◽  
Weight Concerns ◽  
School Students ◽  
Longitudinal Cohort ◽  
Self Rated Health ◽  
Body Concerns

Abstract Background Impaired self-rated health (SRH) and self-esteem (SE) in adolescents are associated with increased body mass index (BMI). These associations are often studied using cross-sectional designs; we performed a longitudinal cohort survey to examine them. Methods A longitudinal cohort study of 1225 Norwegian high school students, with SRH, SE and BMI as primary outcomes. We reported the results from temporal causal and residual change analyses separately, with odds ratios (ORs) and standardised regression coefficients (b) and 95% confidence limits. Results Body and weight concerns had unfavourable effects on SRH and SE, which both had favourable effects on each other. Increased BMI had unfavourable effects on SRH, but less so on SE. Body and weight concerns impacted SE change only among girls. Paradoxically, the intention of becoming thinner was associated with an increase in BMI, and the intention of becoming fatter predicted a decrease in BMI during the 2 years. SE and SRH were associated with a leaner body after 2 years. Conclusions This study confirms that body concerns had unfavourable effects on subjective health, and that positive self-concepts predicted a leaner body. Health promotion strategies built on body acceptance should be increasingly emphasised in clinical and public health practice.

scholarly journals Child Sexual Abuse, Self-esteem, and Delinquent Behaviors During Adolescence: The Moderating Role of Gender

2021 ◽  
pp. 088626052110014
Author(s):  
Amélie Gauthier-Duchesne ◽  
Martine Hébert ◽  
Martin Blais
Keyword(s):  
Sexual Abuse ◽  
High School Students ◽  
Child Sexual Abuse ◽  
Self Esteem ◽  
School Students ◽  
Delinquent Behaviors ◽  
Male Adolescents ◽  
Moderated Mediation Model ◽  
Increased Risk ◽  
Complex Phenomena

To reflect the complex phenomena of child sexual abuse (CSA), studies should examine possible gender specificities and explore potentially explanatory mechanisms. The current study aimed to test the moderating effect of gender in the mediated relationship between CSA, self-esteem, and delinquency during adolescence. A moderated mediation model was tested among a representative sample of 8,194 high school students (57.8% girls and 42.2% boys) age 14 to 18 in the province of Quebec in Canada. Results showed that self-esteem has an indirect effect on the relationship between CSA and delinquency. Gender (being a boy) was associated with a higher level of self-esteem and an increased risk of delinquent behaviors. Among victims of CSA, boys reported lower levels of self-esteem than girls, which was associated with an increased risk of displaying delinquent behaviors. Self-esteem may be an important target of intervention for sexually abused youth, especially for boys. Focusing on promoting positive self-esteem may also reduce the risk for male adolescents struggling with the deleterious consequences of delinquency.

scholarly journals THE LONG-TERM IMPACT OF SOCIAL MOVEMENTS AND REPRESSION ON DEMOCRATIC ATTITUDES

2020 ◽  
Vol 20 (3) ◽  
pp. 317-351
Author(s):  
Scott Desposato ◽  
Gang Wang
Keyword(s):  
Social Movements ◽  
High School Students ◽  
Fuzzy Regression ◽  
School Students ◽  
Attitudinal Differences ◽  
College Entry ◽  
Democratic Attitudes ◽  
Long Term Impact ◽  
The Impact

AbstractDemocracy movements in authoritarian regimes usually fail and are repressed, but they may still affect attitudes and norms of participants and bystanders. We exploit several features of a student movement to test for enduring effects of social movements on democratic attitudes. College students were the core of the movement and had wide exposure to the ideas and activities of the movement, as well as the suppression of the movement. College-bound high school students had limited exposure to the movement and its activities. Time of college entry could in theory be manipulated and endogenous, so we also use birthdate as an exogenous instrument for enrollment year. Applying a fuzzy regression discontinuity, we test for the impact of exposure to the movement on long-term attitudes. We find significant attitudinal differences between those in college during the movement, and those who started college post-movement. These results are strongest for alumni of the four universities that were most connected to the movement.

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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