Sources of variability in middle and high school students’ emotional engagement

2021 ◽  
Author(s):  
Emily M. Wetherell
Keyword(s):  
High School ◽  
High School Students ◽  
Emotional Engagement ◽  
School Students

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

scholarly journals Students’ emotional engagement in online collaborative writing through google document

2021 ◽  
Vol 12 (2) ◽  
pp. 58-67
Author(s):  
Rahmadania Putri Ferdianawati Iskandar ◽  
Muhammad Reza Pahlevi
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Writing ◽  
Study Participant ◽  
Structured Interview ◽  
Emotional Engagement ◽  
Writing Quality ◽  
School Students ◽  
Google Docs ◽  
Writing Activity

Learning writing has been conducted by using various methods. Collaborative writing is one of method that used in writing learning practice. Studies about collaborative writing reveal that online collaborative writing is effective to promote students’ writing quality. There are many previous studies have explored the students’ perception, effectiveness, and benefits of collaborative writing. However, the study about students’ emotional engagement in collaborative writing is limited. This study aims to explore students’ emotional engagement during online collaborative writing through Google Docs. The exploration of students’ emotional engagement is beneficial to understand students’ feelings and emotions during the learning process. Classroom Action Research is used as the research design of the study. Participant of the research is four eleven grade high school students. The research was conducted at the SMA Negeri 1 Cikarang Barat in three weeks. Semi-structured interview and documentation were used for collecting the data. The result of the study showed that online collaborative writing through Google Docs involves students to learn writing enthusiastically. Online collaborative writing also involves students cognitively by acquiring new vocabulary during the online collaborative writing activity.

scholarly journals Senior high school students’ self-efficacy and its relation to engagement in online class setting in a private university in the south of Metro Manila

2021 ◽  
Vol 32 (4) ◽  
pp. 302-307
Author(s):  
Dionafer Bangga ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Emotional Arousal ◽  
Senior High School ◽  
The Self ◽  
Emotional Engagement ◽  
School Students ◽  
Significant Difference ◽  
Small Effect Size

This study explored the self-efficacy of senior high school Science, Technology, Engineering, and Mathematics (STEM) students (N = 134) in an online physics class in terms of gender and its relationship to engagement. The study employed a descriptive correlation research design. Adapted instruments namely ‘Sources of Self-Efficacy in Science Course – Physics’ (SSSCP) and ‘Engagement in Physics Scale’ (EPS) were used to collect the data from the students. SSSCP was correlated with the scores of ‘Self-Efficacy for Academic Milestone-Strength’ scale for its validity. Reliability and validity of EPS was examined through Cronbach alpha and confirmatory factor analysis with acceptable results. Mean and standard deviation were used to answer the research questions while independent samples t-test, Cohen’s d, and Pearson r correlation were used to test the hypotheses. It was revealed that both male and female students have a high level of self-efficacy in the following: overall, vicarious experience, verbal persuasion, and performance accomplishment with an average level for the emotional arousal. Furthermore, a significant difference across gender was found only on the emotional arousal sub-level with a small effect size of 0.32. Moreover, positive correlation was found between overall self-efficacy and overall engagement as well as on cognitive engagement. On the other hand, a negative correlation was revealed between overall self-efficacy and emotional engagement. Focusing on increasing the self-efficacy of students in an online physics class should be practiced by teachers in order to increase engagement.

Subjective Happiness Optimizes Educational Outcomes: Evidence from Filipino High School Students

2017 ◽  
Vol 20 ◽  
Author(s):  
Jesus Alfonso D. Datu ◽  
Jana Patricia Valdez ◽  
Ian Kenneth Cabrera ◽  
Maria Guadalupe Salanga
Keyword(s):  
High School ◽  
High School Students ◽  
Path Analysis ◽  
Educational Outcomes ◽  
Student Outcomes ◽  
Emotional Engagement ◽  
Educational Setting ◽  
Subjective Happiness ◽  
School Students ◽  
Practical Implications

AbstractSubjective happiness has been found to be associated with key psychological outcomes. However, there is paucity of research that assessed how subjective happiness is related to a number of positive student outcomes in the educational setting. The objective of the study was to assess the associations of subjective happiness with academic engagement, flourishing, and school resilience among 606 Filipino high school students (mage = 13.87; nboys = 300, ngirls = 305, nmissing = 1) in the Philippine context. Results of path analysis demonstrated that subjective happiness positively predicted behavioral engagement (β = .08, p < .01), emotional engagement (β = .08, p < .01), flourishing (β = .17, p < .01), and school resilience (β = .18, p < .01) even after controlling for gender. The theoretical and practical implications of the findings are discussed.

Investigating School Racial Climate and Private Racial Regard as Risk and Protector Factors for Black High School Students’ School Engagement

2020 ◽  
Vol 46 (6-7) ◽  
pp. 514-549
Author(s):  
Charity Brown Griffin ◽  
Rashunda L. Stitt ◽  
Dawn X. Henderson
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
School Engagement ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Racial Climate ◽  
School Students ◽  
The Relationship ◽  
Peer Discrimination

This investigation examined associations between school racial climate (racial fairness, teacher discrimination, and peer discrimination), private racial regard, and school engagement (behavioral, emotional, and cognitive) in a sample of 151 Black high school students. Hierarchical regression analyses revealed that students who perceived their school environment to be more impartial and equitable for Black students also reported higher school engagement on all dimensions. Furthermore, teacher discrimination was associated with emotional engagement, whereas higher levels of perceived discrimination from peers were associated with both higher levels of behavioral engagement and cognitive engagement. In addition, two significant interactions were found: private regard moderated the relationship between teacher discrimination and emotional engagement, and the relationship between peer discrimination and cognitive engagement.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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