Influence of Family, Peers, and School on Senegalese Adolescents

1981 ◽  
Vol 48 (3) ◽  
pp. 807-810 ◽  
Author(s):  
Michel Vandewiele
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Staff ◽  
School Students ◽  
Teacher Student ◽  
Item Questionnaire

From responses to a 6-item questionnaire, given to 815 secondary school students, were inferred interactions of authority exerted by parents, school staff, and friends on students. Generally the influence of teachers on decisions made by students outside school is as important as that exerted by peers, while parents' authority remains strongest. Scarcity of affective teacher-student contacts led to less reliance on them for advice than on parents and friends.

scholarly journals Teacher–student interaction and lower secondary school students’ situational engagement

2018 ◽  
Vol 89 (2) ◽  
pp. 374-392 ◽  
Author(s):  
Sanni Pöysä ◽  
Kati Vasalampi ◽  
Joona Muotka ◽  
Marja‐Kristiina Lerkkanen ◽  
Anna‐Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Student Interaction ◽  
Lower Secondary School ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Interaction

scholarly journals Investigating the relationship between hidden curriculum and academic optimism in upper secondary school students

2021 ◽  
Vol 14 (33) ◽  
pp. e16086
Author(s):  
Fatemeh Kariman ◽  
Soolmaz Nourabadi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Hidden Curriculum ◽  
Pearson Correlation ◽  
Academic Optimism ◽  
Upper Secondary School ◽  
School Students ◽  
Student Interactions ◽  
Teacher Student ◽  
Upper Secondary

This study aimed to determine the relationship between hidden curriculum and academic optimism in upper secondary school students. The research method was descriptive-correlational. The statistical population of this research consists of upper secondary school students of Pakdasht city in the academic year 2020-2021 with 3500 people. The sample size was determined based on Krejcie and Morgan table of 346 people. Also, for sampling, after estimating the sample size, the available random sampling method was use. In order to collect data, two standardized questionnaires were used for assessing the hidden curriculum (Fathi Vajargah) and the questionnaire for assessing academic optimism (Schennemoran). Descriptive statistics methods including: mean, percentage and frequency and inferential statistics such as: Pearson correlation test, one-sample t-test and multiple regression were used. SPSS22 was also used to analyze the collected data. The findings of Pearson correlation coefficient indicated that there is a significant relationship between the hidden curriculum and the academic optimism of the studied students at the alpha level of 0.01. Findings of one-sample t-test indicated that the students surveyed were at a relatively good level in terms of the components of academic optimism as well as the hidden curriculum. The results of correlation test showed that there is a significant relationship between the two components of the hidden curriculum (school social atmosphere and teacher-student interactions) with students 'academic optimism, but the findings showed that there isn’t any relationship between school organizational structure and students' academic optimism. The correlation coefficient also showed that there is a significant and direct relationship between the hidden curriculum and all components of students' academic optimism. Also, the findings of regression test indicated that the latent hidden curriculum variable explains 0.28 variance of academic optimism of the students and only the organizational structure of the school did not play a significant role in predicting students' academic optimism. Also, the findings of the regression test indicated that among components of hidden curriculum, the component of teacher-student interactions had the largest share in explaining and predicting changes in students' academic optimism.

scholarly journals Social Variables and Dropout Tendencies among Secondary School Students in Ikom Education Zone, Cross River State, Nigeria

2020 ◽  
Vol 13 (8) ◽  
pp. 88
Author(s):  
Joy N. Njoku ◽  
Edna A. Osang ◽  
Blessing A. Ntamu
Keyword(s):  
Substance Abuse ◽  
Secondary School ◽  
Secondary School Students ◽  
Survey Design ◽  
Family Type ◽  
Social Variables ◽  
School Students ◽  
Cross River ◽  
Cross River State ◽  
Teacher Student

This study was on social variables and dropout tendencies among secondary school students in Ikom education zone, Cross River State, Nigeria. The social variables considered were substance abuse, family type and teacher/students relationship. Out of population of 7228 students, sample of 506 students were randomly selected for the study. A survey design was adopted. The instrument used for data collection was questionnaires titled ‘Social Variables and Dropout Tendencies Questionnaire’. Three hypotheses were formulated and tested at .05 level of significant. The statistical tools used are Pearson Product Moment Correlation Coefficient and Independent t-test. The results showed that there was significant relationship between (i) substance abuse and dropout tendencies. (ii) family type and dropout tendencies (iii) teacher/student relationship and dropout tendencies. The results were discussed and the researchers recommended that: (i) students be monitored and counseled against substance abuse both at home and in school. (ii) parents should for the sake of their children stay together and train them. (iii) teachers should create conducive and favourable environment for the students to learn.

scholarly journals Forms of Bullying and Associations Between School Perceptions and Being Bullied Among Finnish Secondary School Students Aged 13 and 15

2019 ◽  
Author(s):  
Ilona Markkanen ◽  
Raili Välimaa ◽  
Lasse Kannas
Keyword(s):  
Secondary School ◽  
School Engagement ◽  
Secondary School Students ◽  
Older Students ◽  
School Students ◽  
Teacher Student ◽  
Significant Difference ◽  
Being Bullied ◽  
Nationally Representative ◽  
School Perceptions

AbstractThe study aimed to examine the extent to which Finnish secondary school students experience bullying, how they are bullied, and whether being bullied is associated with school perceptions. The analyses were based on data from the Finnish part of the international Health Behaviour in School-aged Children (HBSC) study, and were obtained from 4262 students aged 13 and 15. The sample was nationally representative. Logistic regression analysis was performed to identify the associations between school perceptions and being bullied. Younger students reported being bullied more often than older students. Among younger students, boys were more often bullied than girls of the same age. There was no significant difference between the genders among the older students. The most common form of being bullied was verbal teasing. Boys tended to be bullied in physical ways, while girls were bullied in more indirect ways. Students with low levels of school engagement, students with poor relations with peers, and students who reported better teacher-student relations were more likely to be bullied. Feelings of loneliness and lower family affluence were also associated with being bullied. Improving the perceptions of school, and of the school experience as a whole, might have an effect on bullying at school.

scholarly journals Dwindling Academic Performance of Secondary School Students in Enugu State Nigeria: Diagnosing Teacher-Student Relationship for Therapy

2020 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Emma E. O. Chukwuemeka ◽  
Mathias Ananti ◽  
Rose Onyekwelu
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Group Discussion ◽  
Sample Selection ◽  
School Students ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Enugu State

One of the purest, deeply and inspirational relationships is that of a devoted teacher and willing students. Almost everyone has a favorite and those we liked less, it totally depends on how the student-teacher relationship were developed, nurtured and given space to evolve. Currently the academic performance of students in secondary schools has dropped inexorably across the Country. Enugu State not excluded. The study therefore examined the effect of teacher-students relationship on the academic performance of senior secondary school students in selected secondary schools of Enugu State. It is a descriptive study. Four research questions were raised to guide the study. The tools used to elicit data from respondents were questionnaire, face to face interview, observation and focus group discussion guide. The data collected were analyzed using mean. The population of the study is 1520 comprising teachers, principals and students in the three selected secondary schools in Aninri Local Government Area. Taro Yamani sample selection formula was used to select a sample size of seven hundred and sixty respondents. The findings revealed that teacher-student relation affects positively or adversely academic performance of students, teacher-student relation is bedeviled by challenges and there are strategies which should be adopted to strengthen teacher-student relation. Based on these findings, appropriate recommendations such as supervision of instruction, workshop and advocacy were among the measures proffered.

Secondary school students’ perceptions of teacher–student interaction and students’ attitudes towards project work

2007 ◽  
Vol 10 (3) ◽  
pp. 177-187 ◽  
Author(s):  
Choon-Lang Quek ◽  
Angela F. L. Wong ◽  
Shanti Divaharan ◽  
Woon-Chia Liu ◽  
Jarina Peer ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Student Interaction ◽  
Project Work ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Students Attitudes

Risk factors of problematic video game use among teenagers in Sfax

2017 ◽  
Vol 41 (S1) ◽  
pp. S453-S453 ◽  
Author(s):  
L. Cherif ◽  
C. Sahnoun ◽  
K. Khemakhem ◽  
H. Ayadi ◽  
A. Walha ◽  
...  
Keyword(s):  
Risk Factors ◽  
Secondary School ◽  
Video Game ◽  
Secondary School Students ◽  
Internet Use ◽  
Protective Factor ◽  
Problematic Internet Use ◽  
Individual Risk ◽  
School Students ◽  
Item Questionnaire

ObjectiveTo identify correlates that might constitute risk factors for problematic video game use (PVU) among urban Tunisian secondary school students.MethodsThis multivariate cross-sectional study was carried out on 587 secondary school students, aged 14 to 20 years. They were randomly selected from seven secondary schools in the urban area of Sfax. The self-administered Fisher's nine-item questionnaire was used in this survey. To identify an associated problematic internet use video game addiction, Young's eight-item questionnaire was used. A self-administered, anonymous questionnaire covered socio-demographic, individual and family data.ResultsThe prevalence of PVU was 14.01%. In multivariate logistic regression analysis, we found that the individual risk factors for problematic video game use were anxiety symptoms (P = 0.034) and an associated problematic Internet use (P < 0.001). Playing sport was a protective factor (P = 0.011). The poor relationships within the family (P = 0.001), the lack of parental supervision of time spent on playing video game (P < 0.001) and mother profession as mid-to upper level manager (P = 0.002), predicted PVU.ConclusionThe identification of risk factors can help to determine individuals at high risk, and alert mental health providers to be careful to screen these patients for PVU. Total avoidance of the Internet is unrealistic and inadvisable; but a sensibilisation outreach for youth, their families and health professionals may help to limit the onset of PVU among young people.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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