Neurocognitive study of school performance among Moroccan high school students: The role of working memory

ABSTRACT. The Moroccan school system suffers from recurring dysfunctions as reported by the National Evaluation Body (NEB). These results lead to the degradation of learning and academic performance, in which several factors come into play. In Morocco, studies focusing on the neurocognitive profile of students and its influence on school performance are very limited or rare. In this context, the present study aims to study the role of working memory in school performance among Moroccan high school students. Methods: our sample contains 146 high school students. A total of 78 boys and 68 girls participated in this study and the numerical version of The Rey-Osterrieth Complex Figure test (ROCF) was used to assess working memory. Moreover, school performance is represented in this study by the mean obtained during the first semester. Results: the results of multiple linear regression revealed that working memory significantly explains variation in school performance. Conclusion: neuropsychological abilities, particularly working memory, significantly explain the deterioration in school performance of students reported by the National Evaluation Body.

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DEVELOPING READING MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON CONTENT AREA

10.24114/reg.v5i1.5287 ◽

2016 ◽

Vol 5 (1) ◽

Author(s):

Anggita Kasanra Lubis And Rafika Dewi Nasution

Keyword(s):

High School ◽

High School Students ◽

Junior High School ◽

Content Area Reading ◽

Junior High School Students ◽

Content Area ◽

English Teacher ◽

School Students ◽

First Semester ◽

Reading Materials

Reading is the basic in learning every subject. The more understanding the text, the more information students can gain. However, the reading materials that the students use is not appropriate based on syllabus. Therefore, the reading materials should be developed to fulfil the syllabus and the students' needs also. Because English is included Content Area Reading, so the development of reading materials is based on content area which focus on strengthen the vocabularies, specifically the unfamiliar ones, by giving glossary and related pictures. The developed text is only focus in the first semester which is descriptive and recount text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was taken from interviewing the English teacher and distributing questionnaires for 30 students in grade VIII-4. The data showed that students need materials which is related to their environment and constructed by familiar vocabularies. Based on the result of the study, conclusion and suggestion are directed to the English teacher who is teaching in that school to provide reading materials based on syllabus and students' needs regularly.

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THE ROLE OF PARENT AND TEACHER COUNCILS IN THE DEVELOPMENT OF ENVIRONMENTAL RESPONSIBILITY AND PARTICIPATION AMONG HIGH SCHOOL STUDENTS

Journal of Environmental Science ◽

10.21608/jes.2019.54291 ◽

2019 ◽

Vol 45 (3) ◽

pp. 105-138

Author(s):

Rashad Mashaal ◽

Moustafa Awad ◽

Susan Mohamed ◽

Hussam Kamal

Keyword(s):

High School ◽

High School Students ◽

Environmental Responsibility ◽

School Students

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Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

Research in Science Education ◽

10.1007/s11165-021-10011-z ◽

2021 ◽

Author(s):

Thu Ngo ◽

Len Unsworth ◽

Michele Herrington

Keyword(s):

High School ◽

High School Students ◽

Senior High School ◽

School Students ◽

Symbolic Representations ◽

Different Types ◽

Cell Components ◽

Diagram Comprehension ◽

Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

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Risk as Value: A Switch of Set Hypothesis

Psychological Reports ◽

10.2466/pr0.1976.38.2.655 ◽

1976 ◽

Vol 38 (2) ◽

pp. 655-658 ◽

Cited By ~ 16

Author(s):

George W. Kelling ◽

Rhea Zirkes ◽

Deena Myerowitz

Keyword(s):

High School ◽

Sex Differences ◽

High School Students ◽

General Tendency ◽

Age Group ◽

School Students ◽

Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

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The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

Canadian Journal of School Psychology ◽

10.1177/08295735211034713 ◽

2021 ◽

pp. 082957352110347

Author(s):

Luis Francisco Vargas-Madriz ◽

Chiaki Konishi

Keyword(s):

Social Support ◽

High School ◽

High School Students ◽

Parental Support ◽

Critical Role ◽

School Belonging ◽

School Students ◽

Academic Involvement ◽

The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

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