Self-Esteem, Alcoholism, Sensation Seeking, GPA, and Differential Aptitude Test Scores of High School Students in an Honor Society

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1147-1150 ◽  
Author(s):  
Karla Baker ◽  
Joe Beer ◽  
John Beer
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Sensation Seeking ◽  
Self Esteem ◽  
Aptitude Test ◽  
School Students ◽  
Numerical Reasoning ◽  
Sensation Seeking Scale ◽  
Honor Society

29 high school students (10 boys, 19 girls), members of an honor society from a rural north central Kansas school district, were administered the MacAndrew Alcohol Scale, the Coopersmith Self-esteem Inventory—School Form, and the Sensation Seeking Scale (Form V). Their GPAs and the Differential Aptitude Test scores (verbal reasoning, numerical reasoning, verbal plus numerical reasoning) were collected from their school files. Although ranges were restricted, this group's scores fell within normal levels on these measures. Boys scored higher on the MacAndrew scale, verbal plus numerical reasoning, and sensation seeking than girls. The seniors and juniors scored higher on sensation seeking than the sophomores. Correlations among scores were of low magnitude and likely reflected social pressures on this small scholastically able group.

Relationship between Sensation-Seeking Scale and Thayer's Adjective Checklist

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1321-1322
Author(s):  
Avtar Singh
Keyword(s):  
High School ◽  
High School Students ◽  
Sensation Seeking ◽  
Physiological Arousal ◽  
School Students ◽  
Adjective Checklist ◽  
General Activation ◽  
Sensation Seeking Scale

The Sensation-Seeking Scale and Thayer's adjective checklist, apparently based on similar underlying construct of physiological arousal or activation, were correlated. Subjects were 59 (18 male, 41 female; modal age 16 yr.) high school students. A statistically significant correlation between Sensation-Seeking and General Activation (.28) and Sensation-Seeking and Deactivation-Sleep (.37) was found.

Alienation, Self-Esteem and Attitudes toward Drinking in High-School Students

1968 ◽  
Vol 29 (2) ◽  
pp. 350-354 ◽  
Author(s):  
Howard T. Blane ◽  
Marjorie J. Hill ◽  
Elliot Brown
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
School Students

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

scholarly journals LONELINESS OF HIGH SCHOOL AND COLLEGE STUDENTS: THE RELATION OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND SELF-ESTEEM WITH LONELINESS

2020 ◽  
Vol 10 (1) ◽  
pp. 31-40
Author(s):  
Nataša Kostić ◽  
◽  
Šuajb Solaković ◽  
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Research Problem ◽  
Self Esteem ◽  
Demographic Characteristics ◽  
Significant Relation ◽  
School Students ◽  
Level Of Education ◽  
Significant Difference

The research problem relates to the examination of the relationof socio-demographic characteristics (gender, level of education and the place where most of childhood was spent) and the self-esteem of the respondents with loneliness.In investigating this problem, the focus was primarily on the perception of the distribution of loneliness, and the examination of the relation of independent variables (socio-demographic characteristics and self-esteem) with the dependent variable (loneliness).The sample of respondents consists of 677 high school students (49.34%) and college students (50.66%) of Bosnia and Herzegovina. The range of years of subjects ranges from 15 to 23 (AS = 18.696).The results of the study show that there is a statistically significant difference in loneliness with regard to gender (U = 38672.000, Z = -6.122, p = .000), to the level of education (U = 42292.500, Z = -5.905, p = .000) and the place in which the respondents spent most of their childhood (χ2 = 9.383, df = 2, sig = .009). The results show that there is a statistically significant relation between self-esteem and loneliness (ro = -.401, sig = .000, N = 676).

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