DEVELOPING GEOGRAPHY CURRICULUM OF TOURISTIC EGYPT BY USING IMAGINATIVE EDUCATION STRATEGY FOR DEVELOPING ENVIRONMENTAL VALUES AND SKILLS FOR HOTEL SECONDARY EDUCATION STUDENTS

El objetivo del presente trabajo fue comprobar las diferencias existentes entre el alumnado de Educación Primaria y Educación Secundaria en la motivación, las necesidades psicológicas básicas, la responsabilidad, el clima de aula, las conductas prosociales y antisociales y la violencia. Para ello, se contó con una muestra de 397 alumnos a los cuales se administró una serie de cuestionarios validados con el fin de comparar los resultados contando con tres centros de características sociodemográficas similares. La edad media de los participantes fue de 11.24 años (DE = 1.74) siendo 288 alumnos de Primaria y 109 de Secundaria. Los resultados obtenidos mostraron diferencias estadísticamente significativas (p < .01) en la motivación más autodeterminada, la satisfacción de las necesidades psicológicas básicas, el clima de aula y la responsabilidad a favor del grupo de Primaria, encontrando valores superiores (p < .01) en la violencia y las conductas antisociales en el grupo de Secundaria. Se concluye que la etapa de Primaria, supone un punto de inflexión de cara a los diferentes comportamientos que se desarrollan en Secundaria, por lo que es necesario incentivar programas e iniciativas que sirvan para mantener estos aspectos y que no se reduzcan en la etapa de Secundaria.AbstractThe purpose of this study was to verify the differences between Primary and Secondary Education students in motivation, basic psychological needs, responsibility, classroom climate, prosocial and antisocial behaviors, and violence. To do this, a sample of 397 students were administered to whom a series of validated clients was administered in order to compare the results with three centers with similar sociodemographic characteristics. The average age of the participants was 11.24 years (SD = 1.74), with 288 Primary students and 109 Secondary or basic FP. The results obtained statistically significant differences (p < .01) in the most self-determined motivation, the satisfaction of basic psychological needs, classroom climate, and responsibility in favor of the Primary group, finding higher values (p < .01) in Violence and antisocial behaviors in the high school group. It is concluded that the primary stage is a turning point in the face of the different behaviors that develop in secondary school, so it is necessary to encourage programs and initiatives that serve to maintain these aspects and that are not reduced in the secondary stage.

Download Full-text

Examining the Prevalence of Lower Body Disorders Among Male Lower-Secondary Education Students in Kermanshah

International Journal of Health and Life Sciences ◽

10.5812/ijhls.85033 ◽

2019 ◽

Vol In Press (In Press) ◽

Author(s):

Hasan Pirani ◽

Shiva Noori ◽

Dariuosh Shahmoradi

Keyword(s):

Secondary Education ◽

Lower Body ◽

Education Students ◽

Lower Secondary Education

Download Full-text

Contextual Profiles and their Relation to Dispositional Variables in Secondary Education Students’ Learning

Estudios sobre Educación ◽

10.15581/004.28.29-50 ◽

2015 ◽

Vol 28 ◽

pp. 29-50

Author(s):

José A. Cecchini Estrada ◽

Antonio Méndez-Giménez ◽

Javier Fernández-Río

Keyword(s):

Secondary Education ◽

Education Students

Download Full-text

Hábitos lectores de los adolescentes en un ecosistema llamado escuela: factores determinantes en estudiantes de educación secundaria

Investigaciones Sobre Lectura ◽

10.37132/isl.v0i13.295 ◽

2020 ◽

pp. 1-34

Author(s):

Manuel Francisco Romero Oliva ◽

Alba Ambrós Pallarés ◽

Fernando Trujillo Sáez

Keyword(s):

Secondary Education ◽

Design Research ◽

Ministry Of Education ◽

Education Students ◽

Reading Habits ◽

Complex Issue ◽

Determining Factors ◽

Research Plan ◽

Education Culture ◽

The University

This work is part of the project “Determining factors in the reading habits of Secondary Education students. A study from the variables of the educational context” (PR2017040), financed by the Own Research Plan of the University of Cadiz. The main objective of the study is focused on analyzing those determining factors that affect the formation of new readers in the school in a global and integrating way. Taking as a reference the idea of the ecosystem or ecological environment of Bronfenbrenner (2001), an analogy is made with the educational system and the agents that intervene in the reading habits of adolescents in their educational stage of Compulsory Secondary Education (ESO). These approaches were used to review a Questionnaire on Reading Habits, which the Ministry of Education, Culture and Sport presented in an ambitious Plan to Promote Reading in 2001 and to adapt it to the needs of the PR2017040 Project. The conclusions illustrate that this complex issue of reading habits cannot be studied with a questionnaire as the only research instrument, since it is necessary to give voice to the different agents that participate in the process and, therefore, agree with Molina et al. (2011) in proposing the design research model to understand and improve the educational reality through the consideration of natural contexts in all their complexity.

Download Full-text

Characteristics of Cyberbullying Among Native and Immigrant Secondary Education Students

International Journal of Cyber Behavior Psychology and Learning ◽

10.4018/ijcbpl.2017010101 ◽

2017 ◽

Vol 7 (1) ◽

pp. 1-17 ◽

Cited By ~ 1

Author(s):

Rubén Comas-Forgas ◽

Jaume Sureda-Negre ◽

Aina Calvo-Sastre

Keyword(s):

Secondary Education ◽

Digital Media ◽

Immigrant Students ◽

Descriptive Study ◽

Immigrant Children ◽

Native Students ◽

Education Students

This article details the results of a descriptive study that analyzes the characteristics and impact of cyberbullying among native and immigrant students enrolled in secondary education. Results indicate that immigrant children experience higher levels than native students of cyberbullying victimisation and they also perpetrate bullying to a greater degree through digital media; there were significant differences in the majority of cases analysed (immigrant students had higher levels of victimisation and perpetration than native students in 27 of 33 cyberbullying incidents studied). In addition, the study found that immigrant students considered being a native of another country to be an explanatory factor in their experiences with cyberbullying. Both groups showed similar frequencies in the explanation given for perpetrating cyberbullying: they bullied in response to being provoked.

Download Full-text

Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students

Sustainability ◽

10.3390/su12062169 ◽

2020 ◽

Vol 12 (6) ◽

pp. 2169 ◽

Cited By ~ 3

Author(s):

José A. Fernández-Archilla ◽

Joaquín F. Álvarez ◽

José M. Aguilar-Parra ◽

Rubén Trigueros ◽

Isabel D. Alonso-López ◽

...

Keyword(s):

Factor Analysis ◽

Secondary Education ◽

Secondary School ◽

Inclusive Education ◽

Secondary School Students ◽

Temporal Stability ◽

Future Application ◽

Education Students ◽

School Students ◽

Invariant Structure

As one of the protagonists in education, the perspective of the students is fundamental in the determination of inclusive education in an educational center. The Index for Inclusion is an instrument and strategy for self-evaluation. One of their questionnaires, the questionnaire for compulsory secondary education students, is intended for students and has become one of the most used instruments to help teaching teams to self-assess their political and practical cultures from the perspective of the values and principles of educational inclusion worldwide. Some of the questionnaires included in the Index have been used in many studies, mainly in a qualitative way. For this reason, the present study intends to show evidence of validity of the Index for Inclusion questionnaire of students in a quantitative way through an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). In this study, 727 secondary school students (359 boys and 368 girls) aged between 13 and 19 years (M = 13.89; SD = 1.35) took part. They belonged to six educational centers in the province of Almeria. To analyze the temporal stability of the Index for Inclusion student questionnaire, a second independent sample of 81 secondary school students was used, aged between 15 and 18 years (M= 16.14; SD = 0.78). The results revealed adequate adjustment rates, showing the invariant structure with respect to gender. The Student Inclusion Index was shown to be a robust and adequate psychometric instrument to assess the degree of development of inclusive education in schools from the perspective of secondary school students, and therefore, its future application to students in schools is recommended.

Download Full-text