scholarly journals The Effect of Academic Stress on the Binge Eating Disorder Among Korean Girls' high School Students-With the Mediation of Self-esteem-

2009 ◽  
Vol 6 (2) ◽  
pp. 171-187 ◽  
Author(s):  
박유정 ◽  
Lee Jee Yon
Keyword(s):  
High School ◽  
High School Students ◽  
Eating Disorder ◽  
Binge Eating ◽  
Binge Eating Disorder ◽  
Self Esteem ◽  
Academic Stress ◽  
School Students

scholarly journals Self-esteem of high school students: A structural equation modelling analysis

2019 ◽  
Vol 14 (3) ◽  
pp. 422-435
Author(s):  
Taner Atmaca ◽  
Hamit Ozen
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Self Esteem ◽  
Academic Stress ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
School Students ◽  
Parental Pressure ◽  
Equation Modelling

The aim of this study is to investigate the effect of the parents’ success pressure, academic stress and fear of negative evaluation on high school students’ self-esteem. The relationships between self-esteem and parent’s pressure for academic success, fear of negative evaluation and academic stress on high school students were investigated employing structural equation modelling. The data were collected from 499 students studying at an Anatolian high school in Duzce province with purposeful sampling method. The characteristic of this school is a project school with successful students who get the highest score in the High School Entrance Examination. The result demonstrates that parental pressure for academic achievement on students and associated academic stress increase students’ fear of being evaluated negatively at school, which in turn affects students’ self-esteem. The fear of negative evaluation is a partial mediator between parental pressure and self-esteem, and full mediation between academic stress and self-esteem. Keywords: Parent pressure; fear of negative evaluation; academic stress; self-esteem, high school.  

scholarly journals Kontribusi Dukungan Sosial, Self-Esteem, dan Resiliensi terhadap Stres Akademik Siswa SMA

2019 ◽  
Vol 4 (4) ◽  
pp. 491
Author(s):  
Ihdan Nizar Aza ◽  
Adi Atmoko ◽  
Imanuel Hitipeuw
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Random Sampling ◽  
Sampling Technique ◽  
Self Esteem ◽  
Academic Stress ◽  
School Students ◽  
Direct Contribution ◽  
Cluster Random Sampling

<p><strong>Abstract:</strong> This study aims to determine the contribution of social support, self-esteem, and resilience to the academic stress of high school students with path analysis methods with a sample of 307 students taken by cluster random sampling technique. The research instrument was developed by authors with item validity&gt; 0.30 and reliability&gt; 0.70. The results showed a direct contribution of social support and self-esteem to the resilience of 0.242 and 0.453 sig (0.000). The direct contribution of social support, self-esteem, and resilience to academic stress were -0.153, -0.118, and -0.583 sig (0.000). Indirect contribution of social support and self-esteem to academic stress through the resilience of -0.141 and -0.264.</p><strong>Abstrak:</strong> Penelitian ini bertujuan<strong> untuk</strong> mengetahui kontribusi dukungan sosial, <em>self-esteem</em> dan resiliensi terhadap stres akademik siswa SMA dengan metode analisis jalur dengan sampel 307 siswa yang diambil dengan teknik <em>cluster random sampling</em>. Instrumen penelitian dikembangkan penulis dengan validitas butir <strong>&gt;0.30 dan reliabilitas &gt;</strong>0,70. Hasil penelitian menunjukkan kontribusi langsung dukungan sosial dan <em>self-esteem</em> terhadap resiliensi sebesar 0.242 dan 0,453 sig (0.000)., kontribusi langsung dukungan sosial, <em>self-esteem<strong>, </strong></em>dan resiliensi terhadap stres akademik sebesar -0.153, -0.118, dan -0.583 sig (0.000). Kontribusi tidak langsung dukungan sosial dan <em>self-esteem</em> terhadap stres akademik melalui resiliensi sebesar -0.141 dan -0.264.

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 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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