scholarly journals Specificity of the relationship between emotional and conceptual components of educational motivation

2018 ◽  
Vol 14 (2) ◽  
pp. 77-85 ◽  
Author(s):  
I.I. Vartanova
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Semantic Differential ◽  
School Life ◽  
School Students ◽  
Educational Motivation ◽  
Cognitive Motivation ◽  
Sexual Characteristics ◽  
The Relationship

The purpose of this work was to study the sexual characteristics of the relationship between the emotional reflection of high school students in the objects-values of school life and their awareness of the reasons for the need for schooling (motivation). Separately for groups of boys and girls, the following were revealed: 1) the structure of the emotional attitude to the values of school life by means of factor analysis of estimates using the method of the Semantic Differential; 2) the correlation of the identified factors with different explanations-motivations of the reasons for schooling (70 options). Schoolchildren of grades 9—11 (15—17 years) of two schools in Moscow were studied, only 253 pupils (132 boys and 121 girls), including 90 students at the same time (48 boys and 42 girls). As a result, it was found that boys have 3 factors of emotional attitude to learning (cognitive motivation, avoidance and affiliation), while girls have 4. In addition to three similar to boys, they have a communication factor. The interrelationships of these factors-motives with the variants of a conscious explanation of the reasons for the need for schooling were revealed, which made it possible to discover the qualitative specifics of the conceptual sphere of students of different sexes.

scholarly journals Emotional Attitude to School and Self-Attitude in High School Students of Different Sex and Age

2020 ◽  
Vol 25 (3) ◽  
pp. 40-48
Author(s):  
I.I. Vartanova
Keyword(s):  
High School ◽  
High School Students ◽  
Semantic Content ◽  
Learning Activity ◽  
School Life ◽  
School Students ◽  
Attitudes Toward Learning ◽  
Gender And Age ◽  
Cognitive Motivation ◽  
The Relationship

The aim of this work was to study (taking into account gender and age) the relationship between emotional attitude to learning activity and self-attitude in high school students. The following parameters were revealed separately for groups of boys and girls: 1) the structure of the emotional attitude to the values of school life (by factor analysis of assessments obtained with the Semantic Differential scale); 2) the indicators of self-attitude (according to the technique by S.R. Pantileev); 3) the correlations between the selected factors and the parameters of self-attitude. The study involved students of 9—11 grades (14—17 years old) from two Moscow schools. A total of 346 people were surveyed; the subjects were divided into 4 groups: younger groups (8—9 grades, 14—15 years old) boys (73) and girls 76), older groups (grades 10—11, 16—17 years old) of boys (98) and girls (99); both techniques were used in 217 students: younger groups of boys (41) and girls (49), older groups boys (63) and girls (66).As it was found, with age there is a tendency to change the semantic content of some motives — for boys in the field of status motivation, and for girls in the field of learning motivation. In girls, various types of emotional and motivational attitudes toward learning are more consistent with the parameters of self-attitude. At the same time, among younger boys motivation of duty and recognition is closely related to self-attitude, whereas in older boys the latter is related only to learning and cognitive motivation.

The Relationship Between Sociocultural Variables and Chicano and Anglo High School Student Responses on the Potency Dimension of the Semantic Differential

1981 ◽  
Vol 3 (2) ◽  
pp. 177-190 ◽  
Author(s):  
Alex Ramirez ◽  
Joe L. Martinez ◽  
Esteban L. Olmedo ◽  
Sergio R. Martinez
Keyword(s):  
High School ◽  
High School Students ◽  
Ethnic Differences ◽  
Semantic Differential ◽  
Language Usage ◽  
School Students ◽  
Family Socioeconomic Status ◽  
Psychological Differences ◽  
Potency Dimension ◽  
The Relationship

The potency dimension of the semantic differential was used to investigate responses of Chicano and Anglo high school students on the concepts of (a) mother, (b) father, (c) female, and (d) male. Also, the ratings of both Chicano and Anglo students were related to various sociocultural variables related to family, socioeconomic status, language usage, and citizenship. The clearest ethnic differences were observed in the subjects' ratings of father and male. There were also powerful sex differences that crosscut ethnic lines. In general, the findings indicated that males are more stereotyped in their ratings than females. Chicanos are best discriminated from Anglos on the basis of language usage. Chicanos may be discriminated on the basis of the proportion of Chicanos found in the communities where they live, viewed in relation to either the birthplace or citizenship of the head of the household. This may represent a pattern of acculturation since citizenship (U.S. or Mexican) and birthplace (U.S. or Mexico) of the head of the household are related in an opposing manner to the percentage of Chicanos in the community. Finally, a multiple regression analysis that examined ethnic differences in relation to both sociocultural and semantic variables showed that the potency dimension of the semantic differential taps into psychological differences between Chicanos and Anglos.

scholarly journals Motivational and Emotional Attitude to Studying in High School Students of Different Sex and Age

2019 ◽  
Vol 24 (5) ◽  
pp. 71-79
Author(s):  
I.I. Vartanova
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
School Life ◽  
School Students ◽  
Training Paradigm ◽  
Experimental Identification ◽  
Traditional Training ◽  
Motivational Profile ◽  
Relationship Of

The purpose of this work was to study sex and age characteristics of emotional reflection of objects-values of school life in high school students. Experimental identification of the structure of the emotional-motivational profile was carried out using a factor analysis of assessments of 10 objects of school life according to the system of 25 adjective pairs in accordance with the Semantic Dif ferential scale. The analysis was conducted separately for each of the four groups of schoolchildren (two schools in Moscow with the traditional training paradigm): the younger group (8—9 grades, 14—15 years old) boys (52) and girls (57), the older groups (10—11 classes, 16—17 years old) boys (96) and girls (100).This made it possible to identify and describe the structure and qualitative specificity of the emotional relationship of high school students of different sex and age. It is revealed that with age there is a tendency of differentiation and transformation of the content of certain motives: for boys in the sphere of self-affirmation and for girls in the sphere of affiliation and status motivation. Obligation motivation (learning as a necessity) turned out to be similar for groups of boys and girls and varies insignificantly with age.

scholarly journals A SOCIO-PEDAGOGICAL ANALYSIS OF THE RELATIONSHIP BETWEEN PEER VIOLENCE AND THE QUALITY OF FAMILY AND SCHOOL LIFE AMONG HIGH SCHOOL STUDENTS

2017 ◽  
pp. 81-105
Author(s):  
Emina Babić ◽  
Izet Pehlić
Keyword(s):  
High School ◽  
High School Students ◽  
Family Relations ◽  
Survey Method ◽  
School Life ◽  
School Students ◽  
Peer Violence ◽  
Pedagogical Analysis ◽  
The Relationship

The aim of this paper was to carry out a socio-pedagogical analysis of peer violence, the quality of high school students’ family and school life, and to examine the relationship between peer violence and the quality of family and school life among high school students. The research was conducted employing a method of theoretical analysis and a descriptive-analytical survey method. Furthermore, scaling and survey techniques were applied. The research instruments included a Peer Violence Questionnaire, a Perception of Family Relations Scale and a Quality of Life in School Questionnaire. The research sample comprised 300 high school students, namely the first, second and third graders. The research results showed that there is a statistically significant relationship between peer violence and the quality of family and school life, i.e. the high school students who report a higher level of peer violence at the same time obtain lower scores on the scales of family and school life. Moreover, the results indicate that high school students experiencing a higher quality of family relations and a higher quality of school life are statistically significantly less likely to be victims and perpetrators of peer violence. In the conclusions we emphasize the need for the development of a quality parenting education program, the need for urgent socio-pedagogical interventions in schools to assist bullies and victims of peer violence, the need to include social pedagogues as expert associates in the educational work of schools, as well as the need for introducing a unique model of peer violence prevention that would be compulsory in elementary and high schools in Bosnia and Herzegovina.

SOCIAL SELF-EFFICACY AND INTERPERSONAL STRESS IN ADOLESCENCE

2003 ◽  
Vol 31 (4) ◽  
pp. 323-332 ◽  
Author(s):  
Rumi Matsushima ◽  
Kunio Shiomi
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Self Efficacy ◽  
Interpersonal Stress ◽  
Stress Coping ◽  
Social Self ◽  
School Students ◽  
The Mean ◽  
The Relationship

The purpose of this study was to examine the relationship between social self-efficacy and interpersonal stress in adolescence. Three scales, measuring social self-efficacy, interpersonal stress and interpersonal stress coping were administered to 180 high school students. Scores on social self-efficacy were negatively correlated with those on interpersonal stress and interpersonal stress coping. Furthermore, interpersonal stress scores correlated positively with interpersonal stress coping. A two-factor analysis on the mean scores for factors of interpersonal stress was conducted to examine social self-efficacy and interpersonal stress coping differences, and the effect of social self-efficacy on the reducing of interpersonal stress.

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