Role of Big Personality Traits and Academic Selfefficacy in Tendency to Cheat and Cheat Attempt among High School Students

All students have to face academic pressures, setbacks and challenges that are part of their everyday academic life. The capacity to deal with this, i.e. ‘academic buoyancy’, is needed to reduce the impact of academic adversity. Since academic buoyancy may be associated with personality, our study explored the role of personality trait, especially the ‘big five’, as predictors of the academic buoyancy in senior high school students in an Eastern culture. Methods: Using quota sampling, 356 respondents were sampled from the eight largest senior high schools in Bandung, Indonesia. Five personality factors were measured using the Big Five Inventory. Furthermore, academic buoyancy was assessed utilizing the Academic Buoyancy Scale. Multiple regression analysis was used to analyze the predictive value of each trait for academic buoyancy. Result: Academic buoyancy appears to be related to personality differences. We found three personality traits which predicted positively and signiﬁcantly academic buoyancy, namely Conscientiousness, Agreeableness and Extraversion. Conclusions: The study has provided a new understanding of the relevance of personality for academic student’s life. Implications and differences in relation between personality and academic buoyancy in senior high school’ student are discussed.

Download Full-text

THE ROLE OF PARENT AND TEACHER COUNCILS IN THE DEVELOPMENT OF ENVIRONMENTAL RESPONSIBILITY AND PARTICIPATION AMONG HIGH SCHOOL STUDENTS

Journal of Environmental Science ◽

10.21608/jes.2019.54291 ◽

2019 ◽

Vol 45 (3) ◽

pp. 105-138

Author(s):

Rashad Mashaal ◽

Moustafa Awad ◽

Susan Mohamed ◽

Hussam Kamal

Keyword(s):

High School ◽

High School Students ◽

Environmental Responsibility ◽

School Students

Download Full-text

Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

Research in Science Education ◽

10.1007/s11165-021-10011-z ◽

2021 ◽

Author(s):

Thu Ngo ◽

Len Unsworth ◽

Michele Herrington

Keyword(s):

High School ◽

High School Students ◽

Senior High School ◽

School Students ◽

Symbolic Representations ◽

Different Types ◽

Cell Components ◽

Diagram Comprehension ◽

Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

Download Full-text

Risk as Value: A Switch of Set Hypothesis

Psychological Reports ◽

10.2466/pr0.1976.38.2.655 ◽

1976 ◽

Vol 38 (2) ◽

pp. 655-658 ◽

Cited By ~ 16

Author(s):

George W. Kelling ◽

Rhea Zirkes ◽

Deena Myerowitz

Keyword(s):

High School ◽

Sex Differences ◽

High School Students ◽

General Tendency ◽

Age Group ◽

School Students ◽

Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

Download Full-text

The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

Canadian Journal of School Psychology ◽

10.1177/08295735211034713 ◽

2021 ◽

pp. 082957352110347

Author(s):

Luis Francisco Vargas-Madriz ◽

Chiaki Konishi

Keyword(s):

Social Support ◽

High School ◽

High School Students ◽

Parental Support ◽

Critical Role ◽

School Belonging ◽

School Students ◽

Academic Involvement ◽

The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

Download Full-text