Motivational Analysis of Academic Help-Seeking: Self-Determination in Adolescents' Freindship

2007 ◽  
Vol 100 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Ryo Okada
Keyword(s):  
High School ◽  
High School Students ◽  
Help Seeking ◽  
Self Determination Theory ◽  
Self Determination ◽  
Academic Learning ◽  
School Students ◽  
Academic Help Seeking ◽  
Academic Help

The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students ( N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.

Israeli Arab Minority Students’ Help Seeking for Bullying From School Counselors

2018 ◽  
Vol 46 (3) ◽  
pp. 333-350 ◽  
Author(s):  
Yaacov B. Yablon
Keyword(s):  
High School ◽  
High School Students ◽  
Minority Students ◽  
School Counselors ◽  
Help Seeking ◽  
School Students ◽  
Willingness To Seek Help ◽  
Arab Minority ◽  
National Representative Sample

Minority students are less likely to seek help to deal with bullying at school than their majority counterparts. Nonetheless, very little is known about the factors that influence their willingness to seek help, or the role of school counselors as potential help providers. Thus, in the present study we examined Israeli Arab minority high school students’ help seeking from school counselors for coping with verbal, physical, and social bullying. A national representative sample of 730 high school students participated in the study. Our findings revealed that the vast majority of students did not seek help at all. Students who sought help, in comparison with those who did not, reported more positive relationships with their school counselors, and noted that their counselors were more available for them. Students who experienced higher levels of victimization were more willing to seek help than those who experienced lower levels. Implications for help seeking and the role of counselors in schools are discussed.

scholarly journals PROFESSIONAL SELF-DETERMINATION OF HIGHER SCHOOL STUDENTS

2021 ◽  
Vol 1 ◽  
pp. 306-315
Author(s):  
Olga Koryakovtseva ◽  
Tatyana Bugaychuk
Keyword(s):  
High School ◽  
High School Students ◽  
Decisive Role ◽  
Self Esteem ◽  
Self Determination ◽  
Self Awareness ◽  
School Students ◽  
Professional Self

The article is devoted to the problem of professional self-determination, which is urgent for today's youth. The role of professional choice in a person's life is great, and the possibilities with which a young man approaches this process plays a decisive role. In their article, the authors present the results of an empirical study of thepersonal characteristics of students in grades 9, 10, 11 and their readiness to choose a profession. We identified important and significant connections between the level of development of self-esteem and reflexivity with such indicators of professional self-determination as autonomy and emotional attitude. This result indicates that the level of development of his self-awareness plays a decisive role in the professional self-determination of a young man. It is the teacher's task to help high school students in professional self-determination.

Being noticed for the way you are: Social inclusion and high school students with vision impairment

2018 ◽  
Vol 36 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Glenda M Jessup ◽  
Anita C Bundy ◽  
Nicola Hancock ◽  
Alex Broom
Keyword(s):  
High School ◽  
High School Students ◽  
Social Inclusion ◽  
Self Determination Theory ◽  
Negative Influence ◽  
Vision Impairment ◽  
Self Determination ◽  
School Students ◽  
The Social ◽  
Psychological Sense

This study explored the social inclusion in high school of Australian students with vision impairment (VI). We sought to understand how students described school social inclusion, whether they felt included and what influenced these perceptions. As part of a larger mixed methods study, 12 students with VI, who had previously answered the Psychological Sense of School Membership (PSSM) questionnaire, were interviewed about the social aspects of school. These interviews were analysed thematically. Participants described social inclusion as about being noticed and not overlooked by others. While two-thirds of participants reported satisfactory social relationships in high school, one-third, including all those with additional disabilities, reported being teased or rejected by their school peers. Five themes encompassed the varying influences on school social inclusion. These were: (a) putting myself forward; (b) knowing me; (c) having control; (d) having a place to shine; and finally a negative influence (e) peer exclusion and rejection. These themes largely parallel those of competence, autonomy, and relatedness found in self-determination theory. This suggests that staff can enhance the social inclusion of students with VI by facilitating these students’ self-determination. In practice, this would require school staff to focus on enabling students with VI to explore and build on strengths, fully access the curriculum alongside their peers, and have time and opportunity to develop friendships with these peers.

Sign in / Sign up

Export Citation Format

Share Document