Effect of Personal Characteristics on Chinese High School Students' Internet Self-Efficacy

2013 ◽  
Vol 41 (10) ◽  
pp. 1717-1724 ◽  
Author(s):  
Yan Li ◽  
Qianziang Zhao
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Personal Characteristics ◽  
Rural Students ◽  
Male Students ◽  
School Students ◽  
Level Of Education ◽  
Chinese High School Students ◽  
High Level

We explored the relationship between personal characteristics and Internet self-efficacy (ISE) in Chinese high school students. Hsu and Chiu's (2004) ISE scale was completed by 496 randomly selected students from 7 high schools. Results indicated that their ISE was moderately high and that urban students had higher ISE than did rural students, male students had higher ISE than did female students, students who had a computer at home had higher ISE than did students who did not, and students whose parents had a high level of education had higher ISE than did students whose parents had a low level of education.

The Relationship Between Academic Self-Efficacy and Academic-Related Boredom

2016 ◽  
Vol 49 (2) ◽  
pp. 254-267
Author(s):  
Yangyang Liu ◽  
Zuhong Lu
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Amine Oxidase ◽  
School Students ◽  
Repeat Allele ◽  
Maoa Gene ◽  
Chinese High School Students ◽  
The Relationship ◽  
Academic Self Efficacy

The present study sought to examine the relationship between Chinese high school students’ academic self-efficacy and their academic-related boredom. Another objective was to explore the moderating effects of mono-amine-oxidase type A ( MAOA) gene polymorphism on this relationship. In a sample of 514 Chinese high school students, we measured their academic self-efficacy and academic-related boredom from Grades 10 to 12. In addition, we collected their DNA. Data were analyzed by using a linear mixture model. The results indicated that students’ academic self-efficacy negatively predicted their academic-related boredom. The relationship between academic self-efficacy and academic-related boredom was more reliable for students with the 3-repeat allele than for the students with the 4-repeat allele. The findings suggested that the functional polymorphism of MAOA gene moderated the relationship between academic self-efficacy and academic-related boredom.

scholarly journals REASONS FOR CONFLICTS BETWEEN STUDENTS OF VOCATIONAL HIGH SCHOOLS

2020 ◽  
Vol 8 (50) ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
School Administration ◽  
Male Students ◽  
Vocational High School ◽  
Field Of Study ◽  
School Students ◽  
Level Of Education ◽  
Level Of Satisfaction ◽  
The Family

This study aims to determine the reasons for conflict between the female and male students attending 11th grade at the vocational and technical Anatolian high school in Bağcılar, Istanbul in the school year of 2016-2017, and to understand whether such reasons significantly vary depending on sex, age, the field of study, the level of satisfaction with the field of study, academic achievement, level of education of parents and the level of income of the family. The study uses survey model. It was conducted on 339 subjects, consisting of 178 females and 161 males were selected by stratified sampling method.The study used, as data collection tool, “Scale of Reason of Conflicts Between Students” to determine the reasons for conflict between students. The data collected were analyzed for arithmetic mean, standard deviation and by using t test, Anova test and Kruksal Wallis analysis, employing SPSS package software. As shown by the results from the study, among the reasons for conflict between vocational high school students, the level of the reasons for conflict which is related to school and school administration is “low”, the level of those which is related to teachers and those which is related to self and other students is “high” while the level of these reasons combined is “moderate”. An examination of the reasons for conflict between vocational high school students showed that the teachers-related reasons for conflict have the highest values while the lowest values were for the school- and school administration-related reasons for conflict. The reasons for conflict between high school students do not significantly vary depending on the variables such as age, father’s level of education and level of income of the family while they significantly vary depending on the variables such as sex, field of study, the level of satisfaction with the field of study, academic achievement, mother’s level of education. Accordingly, it was revealed that there is a significant difference between the levels of the perceived reasons for conflict between female and male students, which is in favour of female students. The reasons for conflict perceived by the students studying in the field of social sciences is more positive than those perceived by the students studying in the field of sciences. The vocational high school students whose answer was “very satisfied” with the reasons for conflict were more positive than those whose answer was “not satisfied at all”. The vocational high school students who responded with the answer of “very successful” were more positive than those who responded with the answer of “very unsuccessful” in terms of reasons for conflict. The vocational high school students whose mothers are university graduates were more positive than those whose mothers are illiterate. Keywords: School, student, adolescent, vocational high school, reasons for conflict

scholarly journals Learning Engagement and Its Influencing Factors Among High School Students in Economically Developed Areas in China

2021 ◽  
Vol 8 (10) ◽  
pp. 332-344
Author(s):  
Yongmei HOU ◽  
Cen Yingxin
Keyword(s):  
High School ◽  
High School Students ◽  
Influencing Factors ◽  
Self Efficacy ◽  
Teaching Style ◽  
Learning Ability ◽  
School Students ◽  
Learning Engagement ◽  
Four Dimensions ◽  
High Level

Objective: To explore the characteristics and its relevant factors of learning engagement among high school students in economically developed areas in China. Methods: 808 high school students in Guangdong Province were selected by stratified cluster sampling. They were investigated with Utrecht Work Engagement Scale-Student-Chinese Version (UWES-S-CV), Academic Self-Efficacy Scale (ASES), Interpersonal Comprehensive Diagnostic Scale (ICDS), Short-Form Egna Minnen AV Barndoms Uppprostran (s-EMBU), Emotional Support Questionnaire for Middle School Students to Understand Teachers (ESQUT) and a self-compiled  general personal information questionnaire. Results: ⑴ The total score of UWES-S-CV, ASES, ICDS and the scores of three dimensions in UWES-S-CV, two subscales of ASES and four dimensions of ICDS, as well as the mother overprotection of s-EMBU were at the medium level. The total score of ESQUT and its four dimensions were at the medium high level. The scores of father’s and mother’s warmth of s-EMBU were at the high level, while the score of father’ negation, mother's negation and father's overprotection were at the low level. ⑵ Multivariate stepwise linear regression analysis showed that 12 factors such as student origin, school category, class category, learning interest, the teaching method used most commonly, mother's education level, learning behavior self-efficacy, learning ability self-efficacy, father's warmth, mother's warmth, care and encouragement were positively correlated with the total score of UWES-S-CV (β=.120~.433, all P<.01), while grade, family economic status, self-rated learning burden, communication and making friends, father’s negation and mother’s negation were negatively correlated with the total score of UWES-S-CV (β=-. 073~ -. 407, all P <. 05). Conclusion The learning engagement among high school students needs to be improved. Social environment, family rearing style, school education and teaching style, as well as individual factors may be the main influencing factors of high school students' learning engagement.

scholarly journals THE RELATION OF GENDER AND TRACK ON HIGH SCHOOL STUDENTS’ ATTITUDE TOWARD CONVERGENCE

2019 ◽  
Vol 18 (3) ◽  
pp. 417-434
Author(s):  
Yustika Sya’bandari ◽  
Minsu Ha ◽  
Jun-Ki Lee ◽  
Sein Shin
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Female Students ◽  
Male Students ◽  
Social Relevance ◽  
School Students ◽  
Primary Finding ◽  
Customized Learning

Preparing a positive attitude toward convergence is essential to help students grow into future generations with the ability to solve various complex problems. This research aims to examine high school students' attitude toward convergence and the relation to gender and track. Responses from 1,186 Indonesian students in tenth (10th) and eleventh (11th) grade were purposively collected. Students were administered twenty-three items of attitude toward convergence covering five constructs: knowledge, personal relevance, social relevance, interest, and self-efficacy. Data were analyzed using IRT-Rasch analyses, two-way ANOVA, Pearson correlation analysis, and cluster analyses. The primary finding of this research presented that high school students’ attitude toward convergence on the construct of interest and self-efficacy is significantly related to gender and track. Female students show to be more interested in convergence than male students. However, female students have lower self-efficacy. Additionally, science track students tend to be more interested in convergence than humanities track and showing higher self-efficacy. After performing cluster analysis, students are divided into three particular groups according to their attitude toward convergence. Finally, customized learning is proposed to improve students’ attitude toward convergence. Keywords: attitude toward convergence, female, humanities track, male, science track.

scholarly journals Availability of ISTE Digital Citizenship Standards Among Middle and High School Students and Its Relation to Internet Self-Efficacy

2020 ◽  
Vol 9 (5) ◽  
pp. 59
Author(s):  
Fouad F. Aldosari ◽  
Mohammad A. Aldaihan ◽  
Riyadh A. Alhassan
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Property ◽  
Self Efficacy ◽  
Digital Citizenship ◽  
Digital Identity ◽  
School Students ◽  
Privacy And Security ◽  
Online Bullying ◽  
High Level

The purpose of this study was to gauge the level of availability of ISTE Digital Citizenship standards among middle and high school students in Riyadh, Saudi Arabia. The research employed a quantitative survey approach to measuring the availability of elements of digital citizenship. The survey was administered to a sample of 394 students from several middle and high schools. The survey items were built based on the four domains of digital citizenship by ISTE (Digital identity, Ethical behavior, Intellectual property, and Digital privacy and security). Findings revealed that students showing a high level of availability of digital citizenship in the first and second domains, as well as showing a high level of Internet self-efficacy. Based on the findings, it was recommended to put more emphasis on promoting digital citizenship among middle and high school students, especially raising awareness about intellectual property rights, cybersecurity, online bullying, digital identity, and good interaction with others over the Internet.

scholarly journals Gambaran Calon Tenaga Kerja Gen Z (Studi pada Siswa SMA XYZ)

2020 ◽  
Vol 13 (1) ◽  
pp. 24
Author(s):  
Seta A. Wicaksana ◽  
Nanda Putri Adhiningtyas
Keyword(s):  
High School ◽  
High School Students ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Generation Z ◽  
Measurement Tools ◽  
Medium Level ◽  
Quantitative Descriptive ◽  
High Level

The youngest generation - called Generation Z - was born and raised in completely different circumstances than the other, older generations. Although representatives of Generation Z have only just joined the labor market, there are already opinions and characteristics of them. This study aims to determine the profile (interests, intelligence, and personality) of XYZ Jakarta High School students as Z generation and provide an explanation of the profile candidate of the workforce needed in the industrial era 4.0. This research is a quantitative descriptive study that measures three variables, there are interests, intelligence, and personality. Retrieval of data using measurement tools compiled by the research team, there are Self Direct Search (measurement of interest), CFIT test by Raymond B. Cattel (measurement of intelligence), and New Big Five Inventory (NEO-PI-R) by McCrae and Costa (personality measurement) with a total of 506 items. Data was collected for two days with 243 subjects in class XII, consisting of 81 male students and 161 female students. The test results show that Investigative as the dominant interest of male students and Social as the dominant interest of female students, the intelligence of most students is medium level (average), and generally male and female students have a high level of neuroticism and extraversion and low level in openness, agreeableness and conscientiousness. Practically, this study will give insight to stakeholder (teachers, parents, and company) to give counseling and coaching program for generation Z  of XYZ high school students to fulfil gap to the workforce profiles candidate needed in the industrial era 4.0

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

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