An Evaluation of the Relationship Between Attitudes Toward Self and Attitudes Toward a Vocational High School

1963 ◽  
Vol 36 (9) ◽  
pp. 410 ◽  
Author(s):  
Dorothy Silverman
Keyword(s):  
High School ◽  
Vocational High School ◽  
The Relationship

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

scholarly journals The Relationship between Leadership Behavior of Principal and Organizational Culture toward Teachers Work Discipline of Public Vocational High Schools of South Tangerang

Ta dib ◽  
2016 ◽  
Vol 21 (1) ◽  
pp. 101
Author(s):  
Mumammad Dahlan R ◽  
Sari Purwaningrum
Keyword(s):  
High School ◽  
Organizational Culture ◽  
Correlation Analysis ◽  
Positive Relationship ◽  
Leadership Behavior ◽  
Pearson Correlation ◽  
Regression Line ◽  
Field Research ◽  
Vocational High School ◽  
The Relationship

The relationship between leadership behavior of principal and the organizational culture with teachers work discipline of Public Vocational High School of South Tangerang. A field research is aimed to find out the relationship between behavior leadership of principal and organizational culture with teacher’s work discipline of Public Vocational School of South Tangerang. The result of the research shows that: First, there is a positive relationship between the behavior leadership of principal with teacher’s work discipline. The result of correlation analysis between two research variables is gained that the relationship between behavior leadership of principal and teacher’s work discipline which is calculated by Pearson correlation is gained correlation coefficient value was 0.533. The value of determination coefficient in this analysis is gained 0.284, its means 28.4%. The variable of teacher’s work discipline can be explained from behavior leadership variable. The regression line is Ŷ = 75,735 + 0,670 X1. Second, there is a positive relationship between organizational cultures to teacher’s work discipline. The result of correlation analysis between to research variables is gained that the value of the relationship between organizational culture and teacher’s work discipline is calculated by Pearson correlation, and it is gained coefficient of correlation value 0.487 as many. The coefficient of determination’s value in this analysis is gained 0.238 which means 23.8 %. The variable of teacher’s work discipline can be explained by the variable of organizational culture. The regression line is Ŷ = 75,792 + 0,592 X2. Third, there is a positive relationship between behavior leadership of principal and organizational culture simultaneously to teacher’s work discipline is calculated by Pearson correlation and its gained coefficient correlation value 0.624 as many, then it is gained the determination of coefficient’s value 0.390 as many, which means 39 % the variable of organizational culture. The regression line is Ŷ = 47,812 + 0,522 X1 + 0,402 X2. Based on the result of the research we may say that behavior leadership of principal (X1), organizational culture (X2) have the relationship with teacher’s work discipline (Y). According to general criteria there is a relationship between behavior leadership of principal and organizational culture towards teacher’s work discipline at Public Vocational High School of South Tangerang. Hubungan antara perilaku kepemimpinan kepala sekolah dan budaya organisasi dengan disiplin kerja guru dari SMK Tangerang Selatan. Sebuah penelitian lapangan ini bertujuan untuk mengetahui hubungan antara kepemimpinan perilaku kepala sekolah dan budaya organisasi dengan disiplin kerja guru dari SMK Tangerang Selatan. Hasil penelitian menunjukkan bahwa: Pertama, terdapat hubungan positif antara perilaku kepemimpinan kepala sekolah dengan disiplin kerja guru. Hasil analisis korelasi antara dua variabel penelitian diperoleh bahwa hubungan antara kepemimpinan perilaku kepala sekolah dan disiplin kerja guru yang dihitung dengan korelasi Pearson diperoleh nilai koefisien korelasi adalah 0,533. Nilai koefisien determinasi dalam analisis ini diperoleh 0,284, yang berarti 28,4%. Variabel disiplin kerja guru dapat dijelaskan dari variabel perilaku kepemimpinan. Garis regresi Ŷ = 75.735 + 0.670 X1. Kedua, ada hubungan positif antara budaya organisasi dengan disiplin kerja guru. Hasil analisis korelasi antara variabel penelitian diperoleh bahwa nilai hubungan antara budaya organisasi dan disiplin kerja guru dihitung dengan korelasi Pearson, dan itu diperoleh koefisien nilai korelasi sebanyak 0,487. Koefisien determinasi dalam analisis ini diperoleh 0,238 yang berarti 23,8%. Variabel disiplin kerja guru dapat dijelaskan oleh variabel budaya organisasi. Garis regresi Ŷ = 75.792 + 0.592 X2. Ketiga, ada hubungan positif antara perilaku kepemimpinan kepala sekolah dan budaya organisasi secara bersamaan dengan disiplin kerja guru dihitung dengan korelasi Pearson dan nilai koefisien korelasi yang diperoleh sebanyak 0,624, maka diperoleh penentuan nilai koefisien ini sebanyak 0.390, yang berarti 39% variabel budaya organisasi. Garis regresi Ŷ = 47.812 + 0.522 X1 + 0.402 X2. Berdasarkan hasil penelitian kita dapat dikatakan bahwa prinsip perilaku kepemimpinan (X1), budaya organisasi (X2) memiliki hubungan dengan disiplin kerja guru (Y). Menurut kriteria umum ada hubungan antara kepemimpinan perilaku kepala sekolah dan budaya organisasi terhadap disiplin kerja guru di SMK Tangerang Selatan.

scholarly journals Relationship Students from a Broken Home Family with Deviant Behavior in Vocational High School YBKP3 Garut

2019 ◽  
pp. 39
Author(s):  
Iwan Shalahuddin ◽  
Indra Maulana ◽  
Theresia Eriyani
Keyword(s):  
High School ◽  
Deviant Behavior ◽  
Vocational High School ◽  
Deviant Behaviour ◽  
Self Confidence ◽  
School Counsellors ◽  
Preliminary Study ◽  
Broken Home ◽  
The Relationship ◽  
Main Factor

Referring to the result of a preliminary study in 2015, vocational high school YBPK3 Garut had many students from broken home families. One of the school counsellors in that school revealed that eleventh-grade students were in the highest number of broken home families; 58 students from the total of 209 students (27.75%). These students had more authority and self-confidence as seniors, were more courageous to the teachers, and were not yet concentrating on their study such as twelve graders. The purpose of this study was to find out the relationship between students from broken home families and deviant behaviour in vocational high school YPBP3 Garut.This research belongs to correlational descriptive study which aims at finding out the relationship between students from broken home families and deviant behaviour at school. The findings of the research showed that there was a relationship between students from broken home families and deviant behaviour at school. Broken home families mainly resulted in teenager delinquency or deviant behaviour at school. It could conclude that there was a relationship between students from broken home families and deviant behaviour at school. Broken home families can become the main factor of misbehaviour at school. Meanwhile, divorced parents is the most significant reason of the students’ deviant behavior (85.7%)

THE INFLUENCES OF FINANCIAL COMPENSATION AND PROFESSIONAL COMPETENCE TO TEACHER JOB SATISFACTION IN TOURISM VOCATIONAL HIGH SCHOOL PADANG WITH ENVIRONMENT AS MODERATING VARIABLES

2020 ◽  
Author(s):  
Erlena
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Work Environment ◽  
Significant Influence ◽  
Professional Competence ◽  
Positive Influence ◽  
Working Environment ◽  
Vocational High School ◽  
Financial Compensation ◽  
The Relationship

This study aims to reveal: 1) The influence of financial compensation to job satisfaction of teachers in Tourism Vocational High School (SMK) Padang 2) The influence of professional competence on job satisfaction of teachers of Tourism Vocational High School (SMK) Padang, 3) The influence of the working environment on job satisfaction of teachers in Tourism Vocational High School (SMK) Padang, 4) The influence of work environment to moderate the relationship of financial compensation to job satisfaction of teachers in Tourism Vocational High School (SMK) Padang, 5) The influence of work environment variables moderate the relationship professional competence of teachers on job satisfaction of teachers in Tourism Vocational High School (SMK) Padang. The results of this study revealed that: 1) The financial compensation positive influence and significant impact on job satisfaction of teachers in Tourism Vocational High School (SMK) Padang with a significant level of 0.000, 2) The Professional competence positive and significant influence on job satisfaction of teachers in Tourism Vocational High School (SMK) Padang with a significant level of 0.000, 3) The work environment positive and significant influence on satisfaction teacher work in Tourism Vocational High School (SMK) Padang with a significant level of 0.001, 4) The work environment to moderate the relationship between financial compensation and job satisfaction of teachers in Tourism Vocational High School (SMK) Padang with singnifikan 0.002, 5) The work environment to moderate the relationship between professional competence and job satisfaction in Tourism Vocational High School (SMK) Padang with singnifikan level of 0.004.

Prestige of National-Religious High Schools and Social and Religious Orientations of Students

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1043-1050
Author(s):  
Mirjam Schmida ◽  
Yaacov J. Katz
Keyword(s):  
High School ◽  
Process Approach ◽  
Comprehensive High School ◽  
Vocational High School ◽  
Institutional Variables ◽  
Academic High School ◽  
Social Clusters ◽  
The Relationship ◽  
Different Levels ◽  
Differential Relationship

To examine the relationship between differential levels of school prestige and social, religious, and demographic characteristics of students of the Israeli national-religious high school system, 221 students in Grade 11 of a boys' theological academic high school, a girls' theological academic high school, a coeducational academic high school, a coeducational comprehensive high school, and a coeducational vocational high school were administered the Student Religiosity Questionnaire, the Student Social Orientations Questionnaire, and the Conservatism Scale. Also, the School Prestige Questionnaire was given to the 5 headmasters of the schools. Statistical analyses indicated that the schools were characterized by two different levels of prestige based upon academic and social clusters of institutional variables. A differential relationship between school prestige and students' demographic backgrounds and some of their attitudinal attributes was noted. Students with more liberal orientations attended the higher prestige schools; those students with less liberal attributes attended lower prestige schools. The results were explained according to the process-approach model.

scholarly journals THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ PHYSICS ANXIETY AND DEMOGRAPHIC VARIABLES

2014 ◽  
Vol 13 (2) ◽  
pp. 201-215
Author(s):  
Mehmet Şahin
Keyword(s):  
High School ◽  
Rating Scale ◽  
Demographic Variable ◽  
School Type ◽  
Vocational High School ◽  
Science Anxiety ◽  
Grade Point ◽  
Physics Instruction ◽  
And Gender ◽  
The Relationship

The purpose of this study was to investigate the relationship between pre-service teachers’ physics anxiety and gender, grade point average (GPA), major of study, and high school type they graduated. The sample consisted of 849 pre-service teachers of different majors. Data were collected, using the Physics Anxiety Rating Scale (PARS) at the beginning of the semester. Post-semester data were obtained from 175 pre-service teachers who were included in the pre-semester data. Results revealed gender difference in physics anxiety. Females scored higher on the PARS and its factors than males. It was found that students with medium GPA scored lower on the whole anxiety scale than students with low and high GPA. Pre-service primary teachers scored higher on the PARS than all other majors. High school type had an effect on physics anxiety, vocational high school graduates being the highest physics anxious of all. One semester of traditional physics instruction did not seem to have a significant influence on students’ physics anxiety. Implications of the results were discussed for instructional purposes and future studies. Key words: demographic variable, physics, physics anxiety rating scale, science anxiety.

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