scholarly journals Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence

2020 ◽  
Vol 37 ◽  
Author(s):  
Felipe Valentini ◽  
Leonardo de Barros Mose ◽  
Isabella de Sousa Ramos ◽  
Nathalia Martins da Conceição
Keyword(s):  
High School ◽  
High School Students ◽  
Internal Structure ◽  
Emotional Development ◽  
Skills Development ◽  
Validity Evidence ◽  
School Students ◽  
Emotional Skills ◽  
Final Structure ◽  
Random Intercept

Abstract This study aims to develop the Inventory of Supporting for Socio-Emotional Skills, which is an instrument for assessing the support for socio-emotional development provided by teachers, rated by students. It also aims to gather validity evidence of the internal structure of Inventory of Supporting for Socio-Emotional Skills and to control acquiescence. We elaborated the items, which content were evaluated by six experts. For the internal structure, a sample composed of elementary and high-school students (N = 443) was used to answer the instrument. The instrument presented good psychometric parameters after controlling for acquiescence using the Random Intercept Model. The final structure was set as unidimensional. We suggest controlling acquiescence to avoid biased scores. In addition, we make an inventory available that can be helpful for socio-emotional skills development.

scholarly journals DEVELOPMENT AND VALIDITY EVIDENCE SUPPORTING A TEAMWORK AND COLLABORATION ASSESSMENT FOR HIGH SCHOOL STUDENTS

2008 ◽  
Vol 2008 (2) ◽  
pp. i-51 ◽  
Author(s):  
Xiaohua Zhuang ◽  
Carolyn MacCann ◽  
Lijuan Wang ◽  
Lydia Liu ◽  
Richard D. Roberts
Keyword(s):  
High School ◽  
High School Students ◽  
Validity Evidence ◽  
School Students

scholarly journals A development of motor skills in mental disability interfere?Zihinsel engel motor becerilerin gelişimine de engel mi?

2016 ◽  
Vol 13 (1) ◽  
pp. 1997
Author(s):  
Nurgül Özdemir ◽  
Ali Güreş ◽  
Şaheser Güneş
Keyword(s):  
High School ◽  
High School Students ◽  
Motor Skills ◽  
Research Training ◽  
Mental Disability ◽  
Skills Development ◽  
Rank Test ◽  
School Students ◽  
Post Test ◽  
Shuttle Run

This study aimed to determine the effects of mental disability on the development of motor skills. Research has been performed with the trial.Ataturk Work Education Center and Imam-Preacher School students were collected. 20 business education high school student with the research, with trained intelligence levels of the same age group of 20 high school students without disabilities as for the development of motor skills in 3 days 2 hours training per week for 12 weeks in both groups was built pre-test post-test results were compared. Pretest and posttest measurements, the subjects height, age, flexibility, jump, 50 m.speed, standing long jump, shuttle run were compared by measuring such variables.Groups and within them, as well as evaluating the results pre-test-posttest measurements were compared with each other. SPSS statistical package program was used for statistical analysis of research data 17.00. Analysis of data, arithmetic mean descriptive statistics, Two Way Anova For Mixed Measures Test and Wilcoxon Signed Rank Test For Paired Samples statistical techniques were used. Characteristics of the physical development of the research training of 12 weeks in both groups were similar, but with differing levels of intelligence in the weight ratios of subjects (p =.01), shuttle run (p =.04) and the longest standing jump (p =.04) were significantly skills development. In addition, pre-test and post-test scores of the non-disabled subjects' height (p =.00), jumping (p =.00), speed (p =.00), flexibility (p =.02), skills development was also significant. ÖzetBu çalışmada zeka engelinin motor becerilerin gelişimi üzerine etkilerinin belirlenmesi amaçlanmıştır.Araştırma deneme modelinde yapılmıştır. Araştırma verilerin Aydın Merkez Atatürk İş Eğitim Okulu ile Aydın Merkez İmam- Hatip Lisesi öğrencilerinde toplanmıştır. Araştırmada eğitilebilir zeka düzeyine sahip 20 iş eğitim okulu öğrencisi ile aynı yaş grubunda engelli olmayan 20 lise öğrencisine motor becerilerin gelişimine yönelik olarak 12 hafta boyunca haftada 3 gün 2 saat antrenman yaptırılmış her iki grubun ön test son test sonuçları karşılaştırılmıştır. Öntest ve sontest ölçümlerinde deneklerin boy, yaş, esneklik, sıçrama, 50 m.sürat, durarak uzun atlama, mekik koşusu gibi değişkenlerinin ölçümleri alınarak karşılaştırmayapılmıştır.Sonuçların değerlendirilmesinde gruplar hem kendi içlerindeki hem de birbiri ile ön-test- sontest ölçümleri bakımından karşılaştırılmıştır. Araştırma verilerinin istatistiksel analizinde SPSS 17.00 İstatistik Paket Programı kullanılmıştır.Verilerinanalizinde aritmetik ortalama, Karışık Ölçüler İçin İki Faktörlü Anova Testi, Wilcoxon İşaretli Sıralar Testi istatistik teknikleri kullanılmıştır. Araştırma sonucunda 12 hafta uygulanan antrenmanların etkisiyle fiziksel gelişim özellikleri benzer fakat zeka düzeyleri farklı iki grupta yer alan deneklerin kilo oranlarında (p=.01), mekik koşusu (p=.04) ve durarak uzunu atlama (p=.04) becerilerinde anlamlı düzeyde gelişme gözlenmiştir. Ayrıca engelli olmayan deneklerin öntest ve sontest puanlarının boy (p=.00), sıçrama (p=.00), sürat (p=.00), esneklik (p=.02) becerilerinde de anlamlı düzeyde gelişme görülmüştür.

scholarly journals A Comparison of Rational-Emotional approach and Strict Discipline Efficiency on Rational, Emotional, and Behavioral Skills among High School Students

2020 ◽  
pp. 59-63
Keyword(s):  
High School ◽  
High School Students ◽  
Life Skills ◽  
Skill Training ◽  
Second Grade ◽  
School Students ◽  
Behavioral Skills ◽  
Statistical Population ◽  
Emotional Skills ◽  
Second Grade Students

Background and Objective: Rational, emotional, and behavioral skills include self-awareness, as well as critical and creative thinking, which assist individuals in acquiring a deeper understanding of their personality, weaknesses, strengths, emotions, values, and identity. The present research aimed to compare the effect of the rational-emotional theory and strict discipline on rational, emotional, and behavioral skills among high school second-grade students. Materials and Methods: The current study was conducted based on a pre and post-test design on three groups, including one control and two test groups. The statistical population consisted of 90 male second-grade high school students in Tehran during 2019-2020. The G*Power software was used to calculate the sample size. A number of 75 second-grade students were recruited for this study via the convenient sampling method. After that, the participants were assigned to three groups of 25 students. A self-made questionnaire of life skills, similar to Saatchi, Kamkar, and Askarian, was employed for data collection. Fifteen experts in curriculum planning confirmed the internal and external validity of the questionnaire. Moreover, its reliability was confirmed, rendering a Cronbach's alpha coefficient of 0.92. The data were analyzed in SPSS software (version 21) using multi-variant analysis of the covariance and Scheffe's Post Hoc test. Results: Based on the results, the rational-emotional method had a more significant effect on students' rational (F=11.56, P<0.001), emotional (F=20.33, P<0.001), and behavioral skills (F=16.67, P<0.001), compared to the strict discipline. Conclusions: It can be concluded that life skill training through rational-emotional theory brings about a marked increase in students' rational, behavioral, and emotional skills. Nevertheless, the strict discipline method revealed no significant association between training students on life skills and increased rational, behavioral, and emotional skills.

scholarly journals Michael Polanyi, 12 March 1891- 22 February 1976

1977 ◽  
Vol 23 ◽  
pp. 413-448 ◽  
Keyword(s):  
High School ◽  
Civil Engineer ◽  
High School Students ◽  
Emotional Development ◽  
Great Influence ◽  
Financial Strain ◽  
Michael Polanyi ◽  
School Students ◽  
The West ◽  
The Family

Michael Polanyi was born in Budapest, Hungary, in 1891. He used to recall how his father, a civil engineer and entrepreneur involved in the planning and development of railways, would return from his travels in Germany and the West with tales of tunnels and washouts and with new scientific and educational ideas. But, as a result of some unfortunate mishap, he lost all his fortune in 1899 when Michael was eight years old. This placed a severe financial strain on the family which was greatly aggravated in 1905 when Michael’s father died. Michael or Mishi, as his early friends called him throughout life, then earned some of the money needed in the family by tutoring other high school students. The widowed mother, despite straitened means, was able to remain the centre of a social and intellectual circle of which many of the young poets, painters and scholars of that period in Hungary were members. Thus it was that his mother’s persistent interest in social problems, in poetry and art, came to have a great influence on Michael’s emotional development. He had two brothers and two sisters, older than him, who were all, in their ways, distinguished.

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