scholarly journals The Role of Contextual Factors in Cyberspace Harm, Anxiety, Aggression, and Students' Academic Performance

2021 ◽  
Author(s):  
Zahra Sadat Aghaei ◽  
Maryam Kian
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Contextual Factors ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Field ◽  
Research Population ◽  
Post Hoc

Background: Nowadays, cyberspace has presented both concerns and interests for the educational researchers. This study aimed to investigate the role of contextual factors in cyberspace harm, anxiety, aggression, and academic performance. Methods: A descriptive correlation research method was applied. The research population covered all high school students in Yazd (21,328 students). The number of 377 students were chosen as the sample through a stratified sampling based on the Cochran's formula. The research tools included the questionnaires of contextual factors, and the standard scales of cyberspace harm, anxiety, aggression, and academic performance. The validity and reliability of the scales were determined. Data were analyzed by variance, t-test, and Tukey post hoc test. Results: The findings showed that there are significant differences in cyberspace harm according to some contextual variables such as gender, educational and academic levels, educational district, type of school, field of study, and parents' occupation. More precisely, the harm of cyberspace was more high among the schools of District 2, non-public schools, and the academic field of humanities. Moreover, there was no relationship between the parents' education and the other variables. However, there was a significant relationship between the parents' occupation, regarding the employed mothers, as well as anxiety. Conclusion: In general, it can be concluded that cyberspace could provide students some challenges as it is affected by various contextual factors. According to the findings, several practical suggestions were presented in the study.

The Role of Contextual Factors in Cyberspace Harm, Anxiety, Aggression, and Students' Academic Performance

2021 ◽  
Author(s):  
Zahra Sadat Aghaei ◽  
Maryam Kian
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Contextual Factors ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Field ◽  
Research Population ◽  
Post Hoc

Background: Nowadays, cyberspace has presented both concerns and interests for the educational researchers. This study aimed to investigate the role of contextual factors in cyberspace harm, anxiety, aggression, and academic performance. Methods: A descriptive correlation research method was applied. The research population covered all high school students in Yazd (21,328 students). The number of 377 students were chosen as the sample through a stratified sampling based on the Cochran's formula. The research tools included the questionnaires of contextual factors, and the standard scales of cyberspace harm, anxiety, aggression, and academic performance. The validity and reliability of the scales were determined. Data were analyzed by variance, t-test, and Tukey post hoc test. Results: The findings showed that there are significant differences in cyberspace harm according to some contextual variables such as gender, educational and academic levels, educational district, type of school, field of study, and parents' occupation. More precisely, the harm of cyberspace was more high among the schools of District 2, non-public schools, and the academic field of humanities. Moreover, there was no relationship between the parents' education and the other variables. However, there was a significant relationship between the parents' occupation, regarding the employed mothers, as well as anxiety. Conclusion: In general, it can be concluded that cyberspace could provide students some challenges as it is affected by various contextual factors. According to the findings, several practical suggestions were presented in the study.

scholarly journals Strategies of High School Students to Cope With Stress through Leisure Time

2018 ◽  
Vol 7 (4) ◽  
pp. 195
Author(s):  
Mehmet Altin
Keyword(s):  
High School ◽  
High School Students ◽  
Leisure Time ◽  
Personal Information ◽  
School Type ◽  
Vocational High School ◽  
Validity And Reliability ◽  
School Students ◽  
Significant Difference ◽  
Research Population

It was aimed in this study to reveal and compare strategies of students of three types of high schools to cope with stress through leisure time. The research population consisted of high school students in Konya province, Turkey. The sample consisted of 280 male and 224 female vocational high school, Anatolian  high school and sports high school students. In the study, the Demographic Personal Information Form was used to collect personal information. The “Strategies to Cope with Stress through Leisure Time Scale” (SCSLTS) was used to identify the leisure time strategies. This scale was developed by Iwasaki and Mannell (2000). It was translated into Turkish, and its validity and reliability studies were conducted by Çevik, Özcan and Munusturlar (2018). No difference was found in the strategies of the students to cope with stress through leisure time according to the grade level, income, and maternal and paternal educational level factors. Statistical variations were observed based on the gender and sporting factors (p<.05). There was no statistically significant difference in the mood enhancement dimension depending on the school type factor. However, it was found that the mean scores of the vocational high school students in terms of the dimensions of leisure time friendship and temporary coping ability were higher than those of the students of the other schools, and these differences were also statistically significant (p<.05). The vocational high school students had higher mean scores in the leisure time strategies sub-dimension than the students of other schools. Accordingly, it can be said that the leisure time strategy scores may differ according to the school type and that the students receiving vocational education were more optimistic in determining leisure time strategies than the students of Anatolian high school and sports high school. 

scholarly journals Science Teachers’ Teaching Styles, Students’ Learning Styles and Their Academic Performance in The Secondary Public Schools of Zambales

2021 ◽  
Vol 2 (10) ◽  
pp. 951-959
Author(s):  
Jennifer Garingarao Ariem ◽  
Esmen Macadaan Cabal
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching Styles ◽  
School Students ◽  
Length Of Service ◽  
Chi Square ◽  
Factors Affecting

This research was conducted to determine the relationship of Science teachers’ teaching styles and the students’ learning styles and academic performance. The study was conducted among the public secondary school in Subic, Zambales during the academic year 2018 – 2019. The descriptive survey research design was used where the teaching styles of eighty-five teachers and six hundred high school students. Data were analyzed using the percentage, mean and chi square test. The findings of the study revealed that the science teachers are adults with the most of them are female. The students are teenagers mostly male in Grade 8. The teaching styles of the science teachers is of a formal authority and the learning styles of the students is generally visual. The academic performance in science is satisfactory. The teaching styles of the teachers was dependent on education, field of specialization, length of service. The learning styles of the students were not dependent significantly on their age and year level. The learning styles of the students were significantly dependent on teaching styles of their science teachers and the academic performance of the students significantly dependent on the teaching styles of the science teachers. The academic performance of students are significantly dependent on their learning styles. With these findings and conclusions follow up studies exploring other factors affecting the performance level of the students in Science is recommended as well as the effectiveness of the various teaching styles and learning styles to promote learning and better understanding in the subject must be conducted.

scholarly journals The Reproduction Health Behavior of High School Teenagers in Semarang, Indonesia

2019 ◽  
Vol 12 (1) ◽  
pp. 309-314
Author(s):  
Oktia Woro Kasmini Handayani ◽  
Iin Wiranti ◽  
Bambang Budi Raharjo ◽  
Efa Nugroho
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Health Education ◽  
Health Behavior ◽  
Age Dating ◽  
P Value ◽  
Validity And Reliability ◽  
School Students

Background: It is recorded in Semarang that nearly 50% of the teenagers have conducted premarital sexual intercourse at the age 10-15 years. One of the efforts to prevent it is by reproduction health education at school to improve the teenagers’ knowledge and health behavior. Objective: The research objective is to find out the relation of school role in health education with reproduction health behavior on high school teenagers in Semarang. Methods: The research was conducted in 2017, which is a correlation description research with a quantitative approach. The population is all high school students in Semarang, i.e. 6620 students, the sample taking technique is by purposive sampling with 178 respondents. Questionnaire instruments were used to collect data on the role of schools and adolescent reproductive health behaviors. The questionnaire was tested for validity and reliability first. In addition, additional instruments such as APARQ are used, which are standard questionnaires for measuring physical activity and standard recall, so validity and reliability tests are not needed. Data was analysed using univariate, bivariate and multivariate with SPSS. Results: There was a significant role of school in the teenager’s reproduction health behavior (p-value 0.023), there was no significant effect of the dating status on the teenager reproduction health behavior with (p-value 0.693), there was a significant effect of teenager knowledge to teenager reproduction health behavior (p-value 0.012) and there was no significant relation between teenage physical activity and teenager reproduction health behavior in Semarang (p-value 0.370). Conclusion: The role of the school is directly related through knowledge to the reproduction health behavior where the policy and activity have the highest effect on knowledge. Moreover, age, dating status, and physical activity do not directly relate to the reproduction health behavior of high school teenagers in Semarang. Besides, result demonstrate that school has a high role in teenager knowledge compared to other variables in this research.

scholarly journals Extended Intergroup Contact and Outgroup Attitude of Students in Public and Religious Homogeneous Schools: Understanding the Mediating Role of Ingroup Norms, Outgroup Norms, and Intergroup Anxiety

2021 ◽  
Vol 48 (1) ◽  
pp. 1
Author(s):  
Whinda Yustisia ◽  
Joevarian Hudijana
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Intergroup Contact ◽  
Boarding School ◽  
Social Contexts ◽  
Public High School ◽  
School Students ◽  
Intergroup Anxiety ◽  
The Relationship

Previous studies had shown the benefits of extended intergroup contact for outgroup attitude, mainly when direct intergroup contact is blocked. However, there have not studies that attempt to directly compare the role of extended contact in outgroup attitude across different contexts. The present study aimed to fill the gap by examining the relationship of extended intergroup contact and outgroup attitude in three different contexts: public schools, moderate Islamic Boarding School, and fundamentalist Islamic Boarding School. These schools differ in the level of group heterogeneity. Possible mechanisms that could explain the relationship were also examined: ingroup norms, outgroup norms, and intergroup anxiety. Two correlational studies were conducted to test the hypotheses—study 1 employed 126 Muslim public high school students employed as participants, study 2 employed 112 participants from a more fundamentalist Islamic Boarding School and 230 participants from a more moderate Islamic Boarding Schools. Across studies, we found evidence that extended intergroup contact indirectly predicted outgroup attitude. However, different social contexts involve different mechanisms. This difference is attributed to direct intergroup contact.

scholarly journals Adaptación lingüística y psicométrica del Cuestionario de EstilosAtributivos Académicos (EAT-A)

2020 ◽  
Vol 26 (2) ◽  
pp. e408
Author(s):  
Alejandro M. Rodríguez Huitrón ◽  
◽  
Laura Hernández-Guzmán ◽  
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Academic Performance ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Factor Structure ◽  
Internal Consistency ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor

Background: Students’ attributions of their grades mayaffect their academic performance. However, lack ofevidence supporting the validity and reliability of theinstruments measuring attribution is a major concern.Objective: To analyze the factor structure, convergentvalidity and reliability of the Academic Attributional StyleQuestionnaire adapted to Mexican high school students(EAT-A). Method: The sample consisted of 557 MexicoCity students of both sexes aged between 15 and 19. Usinga confirmatory factor analysis for both success and failureattributions, a 7-factor structure and a 4-factor structureof the EAT-A were tested. The instrument’s convergentvalidity, internal consistency and reliability were examined.Results: Only the 7-factor structure showed adequate fitindices: RMSEA = .046; SRMR = .053; CFI = .961; TLI =.952 and χ²/gl = 2.72. In addition, the EAT-A evidencedconvergent validity concerning success and reliabilitymotivation. Conclusion: The EAT-A is a quick- and easy-to-administer instrument for measuring students’attributions of their grades in a reliable and valid manner.

scholarly journals Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

Children ◽  
2020 ◽  
Vol 7 (12) ◽  
pp. 310
Author(s):  
María Dolores Toscano-Hermoso ◽  
Carlos Ruiz-Frutos ◽  
Javier Fagundo-Rivera ◽  
Juan Gómez-Salgado ◽  
Juan Jesús García-Iglesias ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
Well Being ◽  
Three Dimensions ◽  
Physical And Mental Health ◽  
School Students ◽  
Cross Sectional ◽  
Academic Field

Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.

scholarly journals Assessing a School Gardening Program as an Integrated Component of a Pilot Farm-to-school Initiative Based in South Carolina

2017 ◽  
Vol 27 (2) ◽  
pp. 228-234 ◽  
Author(s):  
Carl Taylor ◽  
Elizabeth B. Symon ◽  
Amy Dabbs ◽  
Alexander Way ◽  
Olivia M. Thompson
Keyword(s):  
South Carolina ◽  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Online Survey ◽  
Low Cost ◽  
Farm To School ◽  
School Students ◽  
Training Course ◽  
School Gardening

South Carolina public schools consistently rank low in academic performance. In addition, 39% of elementary, 40% of middle, and 30% of high school students within the state are classified as overweight or obese. School garden-based learning (GBL) is a low-cost and high-impact initiative that addresses both poor academic performance and childhood obesity. This study examined how school-based gardens, as part of a pilot farm-to-school (FtS) initiative, are administered and used within academic and cafeteria meal programs. An online survey was developed and sent to 102 educators who previously completed an online training course entitled School Gardening for South Carolina Educators during the 2012–15 academic school years. Data were collected from 37 educators (36% response rate). Survey results indicate that the majority of these educators, although they completed the training course, were unaware that their garden was a component of an FtS program. Moreover, gardens were not integrated with school-wide programs, especially in the cafeteria: most gardens did not contribute food to the cafeteria and meals offered most often did not align with plants learned about in the gardens. Successes of the pilot program were that the majority of educators started and maintained their garden for over 1 year and they were able to use their gardens during the day for academic instruction in multiple disciplines, including math, science, and nutrition.

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