scholarly journals Externalizing Disorders in Albanian Adolescents: Age and Gender Differences in a Large Sample of Secondary School Pupils

2018 ◽  
Vol 8 (1) ◽  
pp. 83-87
Author(s):  
Marsel Cara
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Large Scale ◽  
Externalizing Disorders ◽  
School Transitions ◽  
Male Population ◽  
Large Sample ◽  
Age Related ◽  
Focus Group Meeting ◽  
And Gender

AbstractExternalizing disorders (ED) refer to behaviours of a child/adolescent that negatively affect persons external to them. So far, no large-scale study on ED in adolescents attending secondary schools has been carried out in Albania. The current study explored gender and age differences in relation to externalizing disorders (ED) in a large sample of adolescents in 8 secondary schools situated in Tirana, the capital of Albania. The study adopted a mixed-methods approach. A survey consisting of two questionnaires SDQ-T and WOST were completed by 42 teachers (randomly selected) on 614 pupils randomly selected in their K7-9 classes. The teachers were divided in 4 groups which participated in one focus group meeting. Gender-related differences confirmed previous studies that indicate a higher prevalence of ED in the male population. Evidence on age-related differences was mixed, with quantitative data indicating higher levels of ED in the 14 and 15-year olds in comparison with the 13-year olds, and qualitative data suggesting the opposite trend, that is, higher levels in 13-year olds attending year 7 adjusting to transition in secondary schools, gradually decreasing in years 8 & 9. Recommendations based on the findings of the study are given regarding interventions that should target coping with school transitions in secondary school, promoting positive social skills and competencies, emotion regulation techniques and awareness of risks related to unsupervised use of social apps/media in schools.

Influence of Environment and Gender on Career Choice among Secondary School Students in Kaura Local Government Area, Kaduna State, Nigeria

2020 ◽  
Vol 3 (2) ◽  
pp. 123-134
Author(s):  
Abayomi Ambali Alaka ◽  
Salamatu Ishaku ◽  
Sadiq Aderibigbe Idowu
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Career Choice ◽  
Secondary School Students ◽  
Research Question ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
School Students ◽  
And Gender

The study examined the influence of environment and gender on career choice among secondary school students in Kaura Local Government of Kaduna State. A descriptive research design was used and 18 secondary schools were clustered into three chiefdoms to draw a sample of 6 secondary schools using purposive sampling technique. Also, a sample of 422 students from a population of 3558 students from the three Chiefdoms was drawn using cluster sampling technique. The study developed and used a questionnaire tagged 'Environment, Gender and Career Choice Questionnaire (EGCCQ)' with correlation coefficient of 0.78. The students' career choice was based on the adoption of Career Interest Survey (CIS) and Vocational Interest Inventory (VII) developed by Bakare (1977). Descriptive statistics of simple percentage was used for the research question generated, while inferential statistics of multiple regression analysis was employed to analyse the null hypotheses developed for the study and tested at 0.05 level of significance. The findings revealed that students had preferences for career choice based on gender and environment. There was a significant composite influence of environment and gender on career choice among secondary school students in Kaura Local Government of Kaduna State, with the influence of environment being relatively than that of gender. It is therefore recommended among others that students should be well counselled in the choice of career process by professional counsellors and they should take into consideration the immediate environment of the students, their gender, interest, ability, skills and personality.

scholarly journals Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School

2021 ◽  
Author(s):  
◽  
Fuapepe Rimoni
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
School Context ◽  
Structured Interviews ◽  
Future Aspirations ◽  
Zealand Secondary School ◽  
And Gender ◽  
Key Aspects ◽  
Critical Discourses

<p>This thesis investigates the experiences of twelve strong, articulate and thoughtful tama Samoa (Samoan boys) through their participation in secondary schools and lives outside the classroom and through the stories of others. The study looked at how the students enacted their identities as Samoans, as learners and as young men who are anticipating the future. The study is premised on the view that Pacific identities are fluid, diverse, multi-dimensional and include a range of different perspectives relating to social class, ethnicity, culture and gender. Such a view of identity as complex is not generally taken into consideration in the literature on educational success and achievement of Pacific students in New Zealand.  The study employed a phenomenological qualitative design, using focus groups and semi-structured interviews by talanoa (conversations). As the study involved a group of indigenous tama Samoa, the Samoan fa’afaletui method was used. Participants were a group of twelve tama Samoa in three Wellington secondary schools and their twelve nominated persons.  The study found that there are key aspects to making the experiences of tama Samoa positive and successful within the secondary school. These include acknowledging tama Samoa and their multiple identities while attending secondary school; supporting the development of a sense of belonging through everyday interactions with peers and teachers, and affirming the belief by tama Samoa that secondary school socialisation serves to help them make future decisions.  This study argues that the experiences of tama Samoa are deeply embedded within wider social, economic and political trends. Indeed, their “voices” are shaped in part by these broader forces that construct and represent them as being historically “disadvantaged” and socio-economically “underserved.” Further, this study advocates for the diverse voices of tama Samoa, along with their experiences, stories, hopes, aspirations and dreams to be brought to light and placed alongside the official accounts of Pacific “disadvantage” to enable more balanced critical discourses taking place.  It is hoped that this study will offer further insights into the experiences of tama Samoa in the New Zealand secondary school context, from which valuable knowledge is derived to inform and support schools in improving the New Zealand secondary school experiences of Samoan adolescent boys.</p>

scholarly journals Institutional Habitus and Secondary School Transitions: Comparative Study of Ireland and Estonia

2012 ◽  
Vol 7 (4) ◽  
pp. 530-546 ◽  
Author(s):  
Merike Darmody
Keyword(s):  
Secondary School ◽  
Comparative Study ◽  
Learning Environments ◽  
Large Scale ◽  
Educational Systems ◽  
School Transitions ◽  
International Studies ◽  
Conceptual Tool ◽  
Institutional Habitus ◽  
The Impact

This article explores secondary school transitions from a comparative perspective. It focuses on a stage at which a major institutional transition takes place in two different educational systems. Over the years a number of international studies have explored different learning environments and their impact on student educational outcomes. Much of this research explores the impact of school choice and the transition from one level of schooling to another. In general, these studies refer to school transitions as a time when students are particularly vulnerable due to structural and environmental differences between different levels of schooling. In other words, the new learning environments generally have a different ‘institutional habitus’. While seamless and unproblematic transition from one level of schooling to another is seen to ensure students' success at the subsequent level of schooling and beyond, negative experiences and difficulties around adjustment, on the other hand, are shown to result in disengagement and becoming at risk of early school leaving, with detrimental consequences for the individual concerned. Furthermore, different pathways within the educational systems have been found to reproduce unequal life chances. To discuss and re-theorise school transitions, the article draws on a large-scale comparative study of the transitions in secondary school in Ireland and Estonia, and utilises a conceptual tool called ‘institutional habitus' to gain better understanding of the processes involved. While the article discusses similarities and differences between children's transition experience in two different countries, it also calls for a careful approach to ‘direct borrowing’ of practices from other countries.

scholarly journals Speech Recognition Across the Life Span: Longitudinal Changes From Middle-Age to Older Adults

2015 ◽  
Vol 24 (2) ◽  
pp. 84-87 ◽  
Author(s):  
Judy R. Dubno
Keyword(s):  
Speech Recognition ◽  
Word Recognition ◽  
Life Span ◽  
Pure Tone ◽  
Large Scale ◽  
Mixed Model ◽  
Middle Age ◽  
Age Related ◽  
And Gender ◽  
Age Related Hearing Loss

Purpose The purpose of this article is to provide an overview of evidence of age-related declines in speech recognition in middle age to older adulthood; to review contributions of pure-tone thresholds, age, and gender; and to report preliminary results from a longitudinal study. Method Pure-tone thresholds and word recognition in quiet and babble are being measured in a large sample of adults yearly or every 2 to 3 years. Analyses included >16,000 audiograms and speech recognition scores from >1,200 adults whose ages ranged from the 40s to the 90s. A multivariable generalized linear repeated mixed model assessed changes in thresholds and speech recognition over time. Results Word recognition in quiet declined significantly while controlling for threshold increases, and declines appeared to accelerate near ages 65 to 70 years. Scores for men were poorer than those for women even after controlling for gender differences in thresholds, but rates of decline did not differ by gender. Smaller declines in key word recognition in babble were observed, and declines appeared to accelerate near ages 75 to 80 years. Conclusions Additional evidence is needed from large-scale longitudinal cohort studies to determine rates of change of auditory function across the life span. These studies can identify associations with modifiable risk factors and potential mechanisms to reduce, to prevent, or to delay the onset of age-related hearing loss.

scholarly journals The environmental awareness of secondary school students in Hanoi

2016 ◽  
Vol 8 (1) ◽  
pp. 62-64
Author(s):  
Binh Nga Giap
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Environmental Awareness ◽  
School Students ◽  
Independent Variables ◽  
And Gender

This article reports on a study of secondary school students in Hanoi. The author surveyed approximately 500 students from a sample of 10 secondary schools to assess levels of environmental awareness including environmental knowing, concerning and applying. Independent variables included region of school, and the gender of students. Although there are no region and gender differences in environmental awareness, the mediating relationships are found. Báo cáo đề cập kết quả nghiên cứu nhận thức của học sinh trung học cơ sở về khía cạnh môi trường trong các nhà trường tại Hà Nội. Tác giả đã tiến hành khảo sát 500 em học sinh từ 10 trường trung học cơ sở để đánh giá mức độ nhận thức về môi trường bao gồm các biến số: hiểu biết, vấn đề liên quan và áp dụng. Các biến số độc lập bao gồm khu vực và giới tính. Mặc dù không có sự khác biệt về khu vực và giới tính trong nhận thức về môi trường, mối quan hệ điều hòa giữa các biến số được phát hiện.

scholarly journals Perioral age-related changes in smile dynamics along the vertical plane

2012 ◽  
Vol 83 (3) ◽  
pp. 468-475 ◽  
Author(s):  
Bhavna Singh ◽  
Rajiv Ahluwalia ◽  
Deepa Verma ◽  
Stutee B. Grewal ◽  
Rupender Goel ◽  
...  
Keyword(s):  
Indian Population ◽  
Age Groups ◽  
Vertical Plane ◽  
Maxillary Incisor ◽  
Upper Lip ◽  
Male Population ◽  
Age Related ◽  
Significant Difference ◽  
And Gender ◽  
Post Hoc

ABSTRACT Objective: To evaluate the changes in characteristics of perioral musculature at rest and when smiling, with respect to age and gender, measured along the vertical plane in a randomly selected sample of a North Indian population. Materials and Methods: Perioral musculature of 195 subjects (divided into three age groups) was recorded using standardized videographic methods. Two frames of each subject—at rest and widest posed smile—were analyzed for a comprehensive list of parameters. Data was evaluated using SPSS version 16 software. Two-way analysis of variance and post hoc least significant difference tests were conducted. Results: Significant observations were increased resting upper lip length for females; decreased upper lip thickness, maxillary incisor exposure, and lip elevation for males; and increased smiling upper lip length for both sexes. Conclusions: With age, the smile gets narrower vertically, especially for the male population. The pattern of change observed in the present study must be considered and incorporated during treatment planning to deliver healthier and long-lasting results to patients of all age groups.

Affect trumps age: A person-in-context relational view of age and motivation in SLA

2016 ◽  
Vol 32 (3) ◽  
pp. 311-345 ◽  
Author(s):  
Simone E Pfenninger ◽  
David Singleton
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Large Scale ◽  
Quantitative Methods ◽  
Age Of Onset ◽  
Learning Experience ◽  
School Level ◽  
Language Experience ◽  
Age Related ◽  
Late Starters

Recent findings (see, for example, Muñoz and Singleton, 2011) indicate that age of onset is not a strong determinant of instructed foreign language (FL) learners’ achievement and that age is intricately connected with social and psychological factors shaping the learner’s overall FL experience. The present study, accordingly, takes a participant-active approach by examining and comparing second language (L2) data, motivation questionnaire data, and language experience essays collected from a cohort of 200 Swiss learners of English as a foreign language (EFL) at the beginning and end of secondary school. These were used to analyse (1) whether in the long run early instructed FL learners in Switzerland outperform late instructed FL learners, and if so the extent to which motivation can explain this phenomenon, (2) the development of FL motivation and attitudes as students ascend the educational ladder, (3) the degree to which school-level variables affect age-related differences, and (4) learners’ beliefs about the age factor. We set out to combine large-scale quantitative methods (multilevel analyses) with individual-level qualitative data. While the results reveal clear differences with respect to rate of acquisition in favor of the late starters, whose motivation is more strongly goal- and future-focused at the first measurement, there is no main effect for starting age at the end of mandatory school time. Qualitative analyses of language experience essays offer insights into early and late starters’ L2 learning experience over the course of secondary school, capturing the multi-faceted complexity of the role played by starting age.

scholarly journals Factors that contribute to girl’s dropout in some selected secondary school within Damaturu metropolis, Yobe state

2021 ◽  
Vol 2 (1) ◽  
pp. 055-065
Author(s):  
Yagana Abba Sidi ◽  
Amina Garba Muhammad ◽  
James Audu Ngala
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Economic Status ◽  
Unwanted Pregnancy ◽  
Sampling Technique ◽  
Early Marriage ◽  
Girl Child ◽  
Child Education ◽  
And Gender ◽  
Girl Child Education

A developing nation without or with low child-girls education is in danger. There is an adage which say whoever trained a girl has a plan for a future generations based on these Factors that contribute to girl dropout in some selected secondary schools, within Damaturu metropolis, was carried out, guided by six (6) objectives and six (6) research questions each. The subjects used in this study consist of teachers, parents and students from ten (10) secondary schools. Random sampling technique was used to select thirty respondents’ one parent, one teacher and one student from each school respectively. The instrument used for this study was questionnaire, frequency and percentage of the response were used to analyse the data collected. The research find out those factors such as poor economic status, broken home, death of bread winner and gender inequality causes girls dropout in secondary school. Other factors include unwanted pregnancy, early marriage hawking, negative behavior by parents, drunker and illiterate parents. Government should provide infrastructure and jobs which will enable parents to take care of their wards. Seminars and workshops should be organize to encourage parents and guidance, scholarships program may be put in place for girl child education and finally non-government organization to come on board to aid girl child education.

scholarly journals Motivation to Learning Mathematics and Gender as Correlates of Senior Secondary School Students’ Performance in Mathematics

2020 ◽  
Vol 4 (2) ◽  
pp. 318
Author(s):  
Adeneye O. A. Awofala ◽  
Abisola O. Lawani ◽  
Olayinka A. Adeyemi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Motivation To Learn ◽  
School Students ◽  
Senior Secondary School ◽  
Learning Mathematics ◽  
And Gender ◽  
Senior Secondary Schools ◽  
Senior Secondary

This study investigated senior secondary school students’ motivation to learning mathematics and gender as correlates of performance in mathematics. The sample consisted of 315 students from two government senior secondary schools in Lagos State, Nigeria using the quantitative research method within the blueprint of the descriptive survey research design. Data collected were analysed using percentages, means, standard deviation, independent samples t-test, Pearson Product Moment Correlation Coefficient (PPMCC) and standard and stepwise multiple linear regression analysis. Findings from the study revealed that there was a very high level of motivation to learn mathematics among senior secondary schools’ students in Nigeria. There was a significant influence of gender on students’ performance in mathematics but not on motivation to learn mathematics. It was also revealed that self-efficacy, gender and intrinsic motivation were the major significant predictors of performance in mathematics among the sample studied. Based on these findings, future studies in Nigeria should attempt to investigate the psychometric properties of the motivation to learn mathematics scale.

scholarly journals Learning Ecological Concepts in Secondary Schools of the Northeast of Spain

2019 ◽  
Vol 9 (1) ◽  
pp. 53 ◽  
Author(s):  
Meritxell Notari Llorens ◽  
Francisco Pardo Fabregat ◽  
Africa Martinez-Poveda ◽  
Manuel Jordan Vidal
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
International Organizations ◽  
Geographical Location ◽  
Meaningful Learning ◽  
Ecological Concepts ◽  
And Gender ◽  
Location Type ◽  
Type Of School

Ecological concepts are not a recent matter; international organizations have already increased their efforts to provide better environmental education and ecological consciousness, although despite these efforts, a lack of attitudes and concepts were detected in the northeast of Spain. We evaluated the acquisition of concepts related to environmental education in the students as proposed by current legislation, as well as their relation to different parameters, such as geographical location, type of school, and gender. The result suggests that the students achieve a meaningful learning of the concepts proposed by legislation and that acquisition of this knowledge is related to gender and geographical location, but not to the type of secondary school.

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