scholarly journals Examination of the Relationship between School Alienation and School Burnout among Secondary School Students

2018 ◽  
Vol 1 (31) ◽  
pp. 257-277 ◽  
Author(s):  
Şule POLAT
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
School Burnout ◽  
The Relationship

RELATIONSHIP BETWEEN COGNITIVE DISSONANCE AND ACHIEVEMENT IN MATHEMATICS AMONG HIGHER SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
SHIMIMOL P. S. ◽  
HASSAN KOYA M.P.
Keyword(s):  
Secondary School ◽  
Cognitive Dissonance ◽  
Secondary School Students ◽  
Correct Decision ◽  
School Students ◽  
Achievement In Mathematics ◽  
Motivating Factor ◽  
The Relationship

Cognitive dissonance is a theory originally developed by Leon Festinger. He is proposing that dissonance, which is the existence of non fitting relations among cognition, is a motivating factor in its own right. This motivating factor encourages the learner to be more self confident in his actions or conclusions and distinguish between correct and incorrect solutions. This motivation will lead to reach the correct decision about a particular problem. The study aims to find out the relationship between cognitive dissonance and achievement in Mathematics among higher secondary school students. Cognitive dissonance was measured by using Cognitive Dissonance Scale developed by the investigator. The sample consists of 100 higher secondary school students from Malappuram districts. The study reveals that cognitive dissonance and achievement in mathematics is significantly related.

FALSEOINTERACTION IN SECONDARY EDUCATION AS A SOCIAL PROBLEM

2020 ◽  
Vol 73 (1) ◽  
pp. 203-212
Author(s):  
E. Tolegen ◽  
◽  
T. Morozova ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Social Problem ◽  
Secondary School Students ◽  
Special Kind ◽  
School Students ◽  
Scientific Analysis ◽  
Special Studies ◽  
The Relationship

The article is devoted to the problems of false interaction of students in the field of secondary education.The article conducts a scientific analysis of the term «paleointensity».Falseointractions are interactions of a special kind, characterized by the awareness of lies (falsehood, deception) by both Actors and the simultaneous acceptance (or imitation of acceptance) of this lie for the truth.The main purpose of the article is to explain the relationship between truthfulness and falsity of information through falseointeraction among secondary school students and to determine the level of relevance of this problem on the basis of special studies and scientific articles published

The Relationship Between the Secondary School Students' Depression States and Their Feelings of Guilt and Shame

2010 ◽  
Vol 20 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Nurten Sargin
Keyword(s):  
Secondary School ◽  
School Performance ◽  
Secondary School Students ◽  
Parental Education ◽  
Personal Information ◽  
Negative Relationship ◽  
Education Level ◽  
School Students ◽  
Education Levels ◽  
The Relationship

AbstractAdolescence is believed to be a highly problematic period when depression is prevalent. This study aims to investigate the relationship between adolescents' depression states and their feelings of guilt and shame in respect to gender, age, school performance and parental education levels. The participants consisted of 187 teenagers; 88 (47.1%) girls and 99 (52.9%) boys. Beck's Depression Inventory (BDI), the Guilt and Shame Scale (GES, Şahin), and a personal information form developed by the researcher were used as instruments. The study found a relationship between guilt and shame, that levels of depression were higher in 17-year-olds, and also that levels of depression, guilt and shame were found to be higher in girls than in boys. There was also a negative relationship seen between increased guilt and shame, and a decrease in mothers' education level.

scholarly journals Relationship between Social Networking Sites and Observational Learning among Senior Secondary School Students in Mbaitoli Local Government Area, Imo State, Nigeria

2018 ◽  
Vol 14 (7) ◽  
pp. 324
Author(s):  
Beatrice Adanna Achilike ◽  
Chibueze Utum Mgboro ◽  
Agbasiere, Emmanuel Patrick
Keyword(s):  
Secondary School ◽  
Social Networking ◽  
Observational Learning ◽  
Social Networking Sites ◽  
Secondary School Students ◽  
School Students ◽  
Research Questions ◽  
Senior Secondary ◽  
The Relationship ◽  
The Way

Social Networking Sites are a type of virtual community which enables many people to interact and share ideas or interests. Social networking is rapidly changing the way the world is doing virtually everything, from the way people access information to the way people communicate and most importantly, the way they interact. This study investigated the relationship between Social Networking Sites and Observational Learning of Senior Secondary School students in Mbaitoli Local Government Area, Imo State, Nigeria. Four research questions with the corresponding hypotheses were generated. The objectives of the study centered on investigating the relationship between four social networking sites namely: Facebook, Instagram, Twitter and YouTube to observational learning. The correlational study design was adopted for the study. Simple random sampling was used to draw a sample of 560 students from the population of the study. The selfdesigned instrument was of two parts: A and B. Pearson Product Moment Correlation was used to answer the research questions while the hypotheses were subjected to critical probability level of 0.05 alpha levels. Findings to this study revealed that there is a significant positive relationship between social networking sites and observational learning; some of which include enhancement of informative endowment as in the case of Facebook, live-video functionality to stories in the case of Instagram and acquisition of vocational skills from YouTube. The paper at the end recommended that more encouragement should be given to students to enable them benefit adequately and positively from the gains of social networking channels vis-a-vis observational learning.

The Relationship between Suicidal Tendencies and Psychological Pressures and Certain Demographic Variables for a Sample of Secondary School Students and University Students in Riyadh City: الميول الانتحارية وعلاقتها بالضغوط النفسية وبعض المتغيرات الديموغرافية لدى عينة من طلاب المرحلة الثانوية والمرحلة الجامعية بمدينة الرياض

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Mohammed Qaed Zaid Alghamdi
Keyword(s):  
Secondary School ◽  
University Students ◽  
Negative Correlation ◽  
Educational Level ◽  
Secondary School Students ◽  
Significant Negative Correlation ◽  
Average Score ◽  
School Students ◽  
Riyadh City ◽  
The Relationship

This study aims to identify the relationship between suicidal tendencies and psychological pressures for a sample of secondary school students and university students in Riyadh city. It also aims to reveal the differences in the suicidal tendencies level and psychological pressures in light of the following variables (education stage - parents' educational level - family's economic level). This research is applied to a sample of (100) secondary school students and (100) university students in Riyadh city. The researcher applied the following scales to the study sample members: suicidal tendencies scale prepared by Alshehri, Mohammed (2010), psychological pressures scale prepared by Alshawi, Suliman (2010) regulated to Saudi environment. The study findings revealed that there was a statistically significant positive correlation between psychological pressures and suicidal tendencies; there were statistically significant differences between the average score of secondary school students and university students in terms of suicidal tendencies in favor of the university students; there was a statistically significant negative correlation between the level of household's income and suicidal tendencies; there was a statistically negative correlation between father's educational level and suicidal tendencies; there was a statistically negative correlation between mother's educational level and suicidal tendencies. The research concluded a combination of recommendations that reduce the psychological pressures and suicidal tendencies for secondary school and university students. It also recommended researching the factors that increase the psychological pressures and suicidal tendencies for secondary school and university students. It also suggested providing proper solutions to create a suitable environment that reduces the psychological pressures and suicidal tendencies for secondary school and university students.

scholarly journals Academic Burnout and Academic Achievement among Secondary School Students in Kenya

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Syprine Oyoo ◽  
Peter Mwaura ◽  
Theresia Kinai ◽  
Josephine Mutua
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Maslach Burnout Inventory ◽  
Student Survey ◽  
School Students ◽  
Academic Burnout ◽  
Context Data ◽  
Academic Grades ◽  
The Relationship

The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.

Does School Matter?

2008 ◽  
Vol 13 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Noona Kiuru ◽  
Minna Pietikäinen ◽  
Jukka Jokela
Keyword(s):  
School Climate ◽  
Secondary School ◽  
Secondary School Students ◽  
School Level ◽  
School Students ◽  
Individual Level ◽  
Upper Secondary ◽  
School Burnout ◽  
The Individual ◽  
Positive Motivation

School burnout can be defined as consisting of exhaustion due to school demands, cynical, and detached attitude toward one’s school, and feelings of inadequacy as a student ( Kiuru, Aunola, Nurmi, Leskinen, & Salmela-Aro, 2008 ; Salmela-Aro & Näätänen, 2005 ; Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002 ). The first aim of the present study was to examine the extent to which schools differ in school-related burnout. Moreover, the aim was to examine the extent to which school-related and background factors are associated with school burnout at the school level and at the individual level. The participants were 58,657 students from 431 comprehensive schools and 29,515 students from 228 upper secondary schools who filled in a questionnaire measuring their school burnout, school-related variables (i.e., negative school climate, positive motivation received from teachers, support from the school), and background variables (i.e., gender, grade-point average, socio-economic status, and family structure). The results revealed only small differences between schools in school burnout. Among the comprehensive school students the results at the school-level showed that negative school climate typical of the school was positively related, while support from school shared among school members was negatively related to school-related burnout. Among upper secondary school students, in turn, positive motivation received from teachers typical of the school was negatively related to school-related burnout. At the individual level, negative school climate was positively related, and support from school and positive motivation received from teachers were negatively related to burnout among both the comprehensive and upper secondary school students. In addition, girls and those with lower GPA experienced higher levels of school burnout compared to boys and those with higher GPA.

Sign in / Sign up

Export Citation Format

Share Document