scholarly journals A proposed unit in the light of the Standards of life Applications of Chemistry Formulated by the (4MAT) Model of McCarthy for Second Year Secondary School students and its Impact on the Development of their Attitude Towards the Study of Chemistry

2020 ◽  
Vol 6 (2) ◽  
pp. 119-136
Author(s):  
Mohamed Badr Mohamed Ismael
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Second Year

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals Subjective Understanding and Individual Interpretation of the Life Value “HEALTH” by the Second-Year Students of Lower Secondary Schools and of the First- and Second-Year Students of Upper Secondary Schools in Slovakia

2014 ◽  
Vol 4 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Slávka Krásna
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Second Year ◽  
Upper Secondary Schools ◽  
Individual Interpretation ◽  
Lower Secondary Schools

AbstractThe article focuses on the value “health”, as a component of the value orientation of students of lower secondary schools and upper secondary schools in our country. At the same time, it focuses on the presentation and interpretation of the results of a research conducted on a sample of students of selected schools, which was a part of a more comprehensive research on subjective understanding and individual interpretation of selected life values of lower secondary and upper secondary school students in Slovakia.

scholarly journals Epistemic Cognitive Beliefs and Academic Help Seeking

2021 ◽  
Vol 22 (2) ◽  
Author(s):  
Omar Al-Adamat
Keyword(s):  
Secondary School ◽  
Help Seeking ◽  
Secondary School Students ◽  
School Students ◽  
Cognitive Beliefs ◽  
Second Year ◽  
Academic Help Seeking ◽  
Academic Help

This study aims to identify the levels of Epistemic Cognitive Beliefs (ECB) and the behaviour of Academic Help Seeking (AHS) among secondary school students in Jordan and detect the ability of ECB to predict AHS behaviour. It also aims to identify differences in the levels of ECB due to the variables of gender, academic branch and the interaction between gender and academic branch. The sample of the study consisted of 330 students who were in their second year of secondary school. To achieve the aims of the study, the ECB scale (Wang et al., 2013) and the AHS scale (White, 2011) were used. The results indicated that the levels of both ECB and AHS were high among secondary school students in Jordan. There were statistically significant differences in the levels of ECB due to the gender of the students, which favoured males, and due to academic branch, which favoured the sciences. Finally, there were no statistically significant differences in the levels of ECB due to the interaction between gender and academic branch. Furthermore, ECB contributed to the explanation of 34.9% of the AHS behaviour.

scholarly journals Smoking among secondary-school boys in Bahrain: prevalence and risk factors

2003 ◽  
Vol 9 (1-2) ◽  
pp. 78-86 ◽  
Author(s):  
N. Al Haddad ◽  
R. R. Hamadeh
Keyword(s):  
Risk Factors ◽  
Secondary School ◽  
Random Sample ◽  
Secondary School Students ◽  
First Year ◽  
School Students ◽  
Tobacco Advertising ◽  
Water Pipes ◽  
Second Year ◽  
Close Contacts

Todetermine the prevalence of smoking among male secondary school students in Bahrain and to identify their risk factors for smoking, we surveyed a random sample of students by questionnaire. The prevalence of smoking was 26.6%, 25.5% and 25.4% among first-year, second-year and third-year students respectively. Cigarettes [21.0%], water-pipes [13.0%] and cigars [1.6%] were popular. Smokers and non-smokers had similar socioeconomic profiles, but differed in degree of disapproval of smoking shown by close contacts and whether close contacts were smokers. The prevalence of smoking among male secondary-school students in Bahrain did not decline despite intense anti-smoking efforts in the last decade, perhaps indicating the effectiveness of tobacco advertising and promotions that target youth

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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