The structural relationships between academic resilience, academic self-efficacy, learning flow of “work first, then to college” female students: Focus on specialized commercial high school graduates

2019 ◽  
Vol 50 (4) ◽  
pp. 57-80
Author(s):  
Myunghee Jang ◽  
Jiyoung Park
Keyword(s):  
High School ◽  
Self Efficacy ◽  
High School Graduates ◽  
Academic Resilience ◽  
Female Students ◽  
College Female ◽  
Structural Relationships ◽  
Learning Flow ◽  
Academic Self Efficacy ◽  
Work First

The Relationship Between Academic Self-Efficacy and Academic-Related Boredom

2016 ◽  
Vol 49 (2) ◽  
pp. 254-267
Author(s):  
Yangyang Liu ◽  
Zuhong Lu
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Amine Oxidase ◽  
School Students ◽  
Repeat Allele ◽  
Maoa Gene ◽  
Chinese High School Students ◽  
The Relationship ◽  
Academic Self Efficacy

The present study sought to examine the relationship between Chinese high school students’ academic self-efficacy and their academic-related boredom. Another objective was to explore the moderating effects of mono-amine-oxidase type A ( MAOA) gene polymorphism on this relationship. In a sample of 514 Chinese high school students, we measured their academic self-efficacy and academic-related boredom from Grades 10 to 12. In addition, we collected their DNA. Data were analyzed by using a linear mixture model. The results indicated that students’ academic self-efficacy negatively predicted their academic-related boredom. The relationship between academic self-efficacy and academic-related boredom was more reliable for students with the 3-repeat allele than for the students with the 4-repeat allele. The findings suggested that the functional polymorphism of MAOA gene moderated the relationship between academic self-efficacy and academic-related boredom.

IGNITE: Empowering high ability underachieving students to become focused learners in mainstream classes

2020 ◽  
Vol 36 (3) ◽  
pp. 237-249
Author(s):  
Lye Chan Long ◽  
Adrienne Erwin
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Environmental Perceptions ◽  
High Ability ◽  
Student Agency ◽  
Achievement Orientation ◽  
School Based ◽  
Orientation Model ◽  
High Ability Students ◽  
Academic Self Efficacy

IGNITE, a high school-based programme, was developed for high ability underachievers using the Achievement Orientation Model (AOM), Maker Model, and Bibliotherapy in a mainstream setting. This paper reports on the effects discovered while implementing the programme over the course of 2 years. Year 7 (13 year olds) and Year 9 (15 year olds) students were trained to use the two interventions, incorporating one of these interventions to challenge their learning in the classroom. The programme for each cohort lasted approximately 10 weeks. Identification alone appeared to increase academic self-efficacy for many of these underachievers. Students were empowered by the student agency involved which supports many of the AOM’s assertions, in particular, environmental perceptions and goal valuation. The interventions, Maker Model and Bibliotherapy, should be used concurrently to produce self-directed students and reduce underachievement in high ability students as they appear to target different factors in the Achievement Orientation Model.

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