New Measure of Effects of Persuasive Communications: A Chemical Indicator of Toothbrushing Behavior

1968 ◽  
Vol 23 (3) ◽  
pp. 731-736 ◽  
Author(s):  
Richard I. Evans ◽  
Richard M. Rozelle ◽  
Thomas M. Lasater ◽  
Theodore M. Dembroski ◽  
Bem P. Allen
Keyword(s):  
High School Students ◽  
Attitude Change ◽  
Large Scale ◽  
Field Research ◽  
Behavioral Measure ◽  
Natural Setting ◽  
School Students ◽  
Persuasive Communications ◽  
Color Slide ◽  
Large Scale Field

The purpose of the present investigation was to develop a behavioral measure of attitude change and examine its utility for large-scale field research efforts. Three groups were formed from 68 junior and senior high school students and each was presented with a different form (positive, fear, neutral) of a communication within the context of a public school system's ongoing dental hygiene program. Cleanliness of their teeth was measured by a chemical in tablet form called a “disclosing tablet” which, when chewed, stains red the areas of concentration of bacterial placque on the teeth. This study involved taking a 35-mm. color slide of each S's mouth before and 2 wk. after the experimental communication. Preliminary results lend support to the effectiveness and utility of this procedure in assessing behavioral change within a natural setting.

scholarly journals A large-scale field experiment shows giving advice improves academic outcomes for the advisor

2019 ◽  
Vol 116 (30) ◽  
pp. 14808-14810 ◽  
Author(s):  
Lauren Eskreis-Winkler ◽  
Katherine L. Milkman ◽  
Dena M. Gromet ◽  
Angela L. Duckworth
Keyword(s):  
High School Students ◽  
Field Experiment ◽  
Large Scale ◽  
Policy And Practice ◽  
School Students ◽  
Target Class ◽  
Advice Giving ◽  
Scale Field ◽  
Large Scale Field ◽  
Report Card Grades

Common sense suggests that people struggling to achieve their goals benefit from receiving motivational advice. What if the reverse is true? In a preregistered field experiment, we tested whether giving motivational advice raises academic achievement for the advisor. We randomly assigned n = 1,982 high school students to a treatment condition, in which they gave motivational advice (e.g., how to stop procrastinating) to younger students, or to a control condition. Advice givers earned higher report card grades in both math and a self-selected target class over an academic quarter. This psychologically wise advice-giving nudge, which has relevance for policy and practice, suggests a valuable approach to improving achievement: one that puts people in a position to give.

Let’s tweet again? Social networks and literature achievement in high school students

2021 ◽  
pp. 1-64
Author(s):  
Gian Paolo Barbetta ◽  
Paolo Canino ◽  
Stefano Cima
Keyword(s):  
High School ◽  
High School Students ◽  
Web 2.0 ◽  
Large Scale ◽  
Standardized Test ◽  
Controlled Trial ◽  
School Students ◽  
Negative Effect ◽  
Internet Connections ◽  
The Impact

Abstract The availability of cheap Wi-Fi internet connections has encouraged schools to adopt Web 2.0 platforms for teaching, with the intention of stimulating students’ academic achievement and participation in school. Moreover, during the recent explosion of the SARS-CoV-2 crisis that forced many countries to close schools (as well as offices and factories), the widespread diffusion of these applications kept school systems going. Despite their widespread use as teaching tools, the effect of adopting Web 2.0 platforms on students’ performance has never been rigorously tested. We fill this gap in the literature by analyzing the impact of using Twitter as a teaching tool on high school students’ literature skills. Based on a large-scale, randomized controlled trial that involved 70 schools and about 1,500 students, we find that using Twitter to teach literature has an overall negative effect on students’ average achievement, reducing standardized test scores by about 25 percent of a standard deviation. The negative effect is stronger on students who usually perform better.

scholarly journals ІКТ ДЛЯ ДОСЛІДНИЦЬКИХ РОБІТ СТАРШОКЛАСНИКІВ: ПРИНЦИПИ ПРОЕКТУВАННЯ, НАПРЯМИ ЗАСТОСУВАННЯ, ДОСВІД ВИКОРИСТАННЯ

2016 ◽  
Vol 51 (1) ◽  
pp. 8
Author(s):  
Oleksandr Yu. Burov ◽  
Mykola A. Shynenko
Keyword(s):  
High School ◽  
High School Students ◽  
Research Training ◽  
Physiological State ◽  
Experimental Studies ◽  
Field Research ◽  
Design And Technology ◽  
School Students ◽  
Intellectual Abilities ◽  
Mathematical Sciences

The article describes the principles of ICT design and technology for research in high school, including two subsystems - assessment of intellectual abilities and the selection of students for the intellectual professions, as well as the modeling of cognitive and perceptual activity in the conditions of influence of various factors (internal and external). The description of the psychological tests used in the proposed ICT has been given. It is described an example of student research projects in the field of natural and mathematical sciences on the basis of experimental studies using the developed ICT: identifying the effect of solar activity and geomagnetic field on a physiological state and cognitive performance, communication chronotype and success of high school students learning, appearance of bifurcation in the performance of cognitive tasks rate. These results demonstrated the students' ability to perform using this ICT not only the research training projects, but also the field research to yield new knowledge in mathematics, physics, psychology, medicine and physiology.

Study of Science High School Students' Perceptions on Overseas Field Research

2019 ◽  
Vol 69 (3) ◽  
pp. 273-282
Author(s):  
Munho KWON ◽  
Jong Seok PARK ◽  
Ho-Meoyng CHOI*
Keyword(s):  
High School ◽  
High School Students ◽  
Field Research ◽  
School Students ◽  
Science High School

scholarly journals Design of a student-led organizational partnership to host an annual statewide Science Olympiad K–12 outreach tournament

2019 ◽  
Vol 43 (3) ◽  
pp. 401-407
Author(s):  
Daniel Naveed Tavakol ◽  
Karen Emmons
Keyword(s):  
High School ◽  
High School Students ◽  
Large Scale ◽  
The State ◽  
School Students ◽  
School Division ◽  
National Education ◽  
Science Olympiad ◽  
And Mathematics ◽  
K 12

Since fall 2015, the University of Virginia’s (UVA) Engineering Student Council (ESC) has partnered with the nonprofit Virginia Science Olympiad (VASO) organization to host a Science Olympiad (SciOly) state tournament in Charlottesville, Virginia, each spring. This annual tournament brings over 2,000 middle and high school students, teachers, and parents to the UVA campus, and teams of 15–17 people from roughly 90 schools across Virginia participate in 46 different events (23 middle school, Division B; 23 high school, Division C) relating to the science, technology, engineering, and mathematics (STEM) fields throughout the day-long competition. The national SciOly organization sets the events and rules to comply with national education standards, and the VASO board coordinates the teams and tournaments within the state. By collaborating with VASO, UVA ESC was able to plan a large-scale SciOly tournament at UVA in approximately 10 mo with the support of the UVA School of Engineering and Applied Science. Since this event was planned and executed solely by undergraduates in cooperation with the nonprofit organization, there were institutional hurdles that were overcome through the months of planning. The Virginia SciOly state tournament has continued to be held at UVA with the support and cooperation of the UVA ESC and VASO, and bringing this tournament to UVA has allowed for increased excitement for participating K–12 students and a mitigated burden to the VASO organizers in planning the state competition. This paper aims to provide a resource for other universities to support STEM activities in K–12 outreach organizations, like SciOly, in the future.

Autonomous Motivation and Pro-Environmental Behaviours Among Bedouin Students in Israel: A Self-Determination Theory Perspective

2015 ◽  
Vol 31 (2) ◽  
pp. 223-247 ◽  
Author(s):  
Haya Kaplan ◽  
Nir Madjar
Keyword(s):  
High School Students ◽  
Autonomy Support ◽  
Structural Equation ◽  
Large Scale ◽  
Intervention Program ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
School Students ◽  
Environmental Behaviours

AbstractPromoting pro-environmental behaviours (PEBs) among students is a major concern for educators. The present article presents an educational program based on a self-determination theory framework (SDT; Deci & Ryan, 2000) and a study demonstrating that working according to the theoretical principles presented in the program leads to the desired outcomes. The primary aim of the study was to test whether a hypothesised model in which autonomy support by students’ parents and moderators in a large-scale intervention program would be associated with autonomous motivation, which would in turn lead to PEBs, over and above the contributions of the students’ self-perceived competence and relatedness. The participants were 102 Bedouin high-school students (Grades 8 to 10) sampled from a cultural background characterised by a collectivist-hierarchical society in Israel. The results, based on structural equation modelling, indicated that moderators and parental autonomy support, as well as self-perceived relatedness and competence, were associated with students’ autonomous motivation, which in turn was associated with pro-environmental behaviours (including cleaning behaviours, activism, and preserving behaviours). The study supported the hypothesised model and demonstrated that SDT can be utilised as a theoretical framework for educational programs aimed at improving students’ self-determined PEBs.

Creative Thinking in Mathematics in Israeli High School Students

2005 ◽  
Vol 20 (2) ◽  
pp. 155-165
Author(s):  
Nava L. Livne ◽  
Roberta M. Milgram
Keyword(s):  
High School ◽  
High School Students ◽  
Creative Thinking ◽  
Large Scale ◽  
School Students ◽  
Mathematical Talent ◽  
Domain Specific ◽  
Iq Scores ◽  
Practical Implications ◽  
11Th Grade

The authors distinguished both theoretically and empirically between academic and creative abilities in mathematics. The former was postulated as intelligence applied to mathematics and the latter as creative thinking, operationally defined as ideational fluency, applied to mathematics. The findings of a large-scale study of 10th and 11th grade students (N = 1,090) conducted in Israel indicated that creative thinking constitutes a necessary but not sufficient component in creative thinking in mathematics. The practical implications of these findings are that it would be worthwhile to add reliable measures of both general creative thinking and domain-specific creative ability in mathematics, such as the ones developed in the current study, to IQ scores and school grades in order to identify pupils with such abilities and to help them realize their mathematical talent.

Alcohol Use and Psychosocial Outcome of Two Preventive Classroom Programs with Seventh and Tenth Graders

1988 ◽  
Vol 18 (3) ◽  
pp. 171-184 ◽  
Author(s):  
Paul E. Baer ◽  
Robert J. McLaughlin ◽  
Mary A. Burnside ◽  
Alex D. Pokorny
Keyword(s):  
High School Students ◽  
Alcohol Use ◽  
Attitude Change ◽  
Preventive Intervention ◽  
Seventh Graders ◽  
School Students ◽  
Post Intervention ◽  
Tenth Graders ◽  
The Social ◽  
One Year

Two preventive intervention programs on alcohol and other substance use were devised for classrooms of junior and senior high school students. One program focused on resistance to social influence, and the other on attitude change and decision making. Youngsters undergoing these interventions were compared with controls who had no intervention on both alcohol usage measures and nonusage psychosocial indices at a pre-intervention baseline, at one-year post-intervention for tenth graders, and at two-year post-intervention for seventh graders. No difference in outcome between the two interventions was found for tenth graders, but one-year post-intervention tenth graders who had either of the interventions used less alcohol than controls. Nonusage measures were not affected. Seventh graders showed no usage effects of interventions two years post-intervention, but the nonusage measures suggested more prosocial behavior. Also among seventh graders, those with a high score on peer or parent alcohol use modeling responded better to the social resistance intervention, while those with a low score responded better to the attitudinal intervention.

Effect of math-specific self-efficacy on math literacy: Evidence from a Greek survey

2017 ◽  
Vol 102 (1) ◽  
pp. 13-36
Author(s):  
Jehanzeb R Cheema
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Large Scale ◽  
Parental Education ◽  
Strong Association ◽  
School Level ◽  
School Type ◽  
School Students ◽  
Parental Occupation ◽  
Math Literacy

Prior research has suggested a strong link between student-level psychological constructs such as self-efficacy and achievement in academics. In this study, we looked at the relationship between math self-efficacy and mathematics literacy using a large-scale survey from Greece. Our analytical results show that there is a strong association between math self-efficacy and math literacy among Greek high school students, and that this association persists even after controlling for student-level differences such as age, grade, gender, parental education, parental occupation, family wealth, cultural possessions, and availability of educational resources at home, and school-level differences such as school type, school size, student–teacher ratio, and school-level socioeconomic status.

Sign in / Sign up

Export Citation Format

Share Document