The impact of explicit and implicit power motivation on educational choices

2014 ◽  
Vol 45 (3) ◽  
pp. 275-285 ◽  
Author(s):  
Norbert Maliszewski ◽  
Anna O. Kuźmińska ◽  
Grażyna Wieczorkowska-Wierzbińska ◽  
Anna Werner-Maliszewska
Keyword(s):  
High School Students ◽  
Academic Major ◽  
Educational Choices ◽  
Business Majors ◽  
School Students ◽  
Power Motivation ◽  
The University ◽  
The Impact ◽  
Implicit Power ◽  
The Relationship

Abstract The aim of three studies was to examine the differences between business majors and non-business majors, in their level of implicit (measured by an Implicit Association Test [IAT], Greenwald, McGhee, & Schwarz, 1998) and explicit power motivation (measured by Power Motivation and Helping Power Motivation scales, Frieze & Boneva, 2001).It was predicted that there are no differences between these two groups in the general (implicit) level of power motivation, but that differences exist in the way it is explicitly expressed: through desire for leadership and prominence vs. desire for helping. Results of Study 1 indicated that business majors (management, N=79) declared a higher leadership motive and a lower helping motive than non-business majors (history, psychology, linguistics, N=62).Study 2 addressed question whether the above differences in power motivation stem from socialization at the university level or from pre-selection. The relationship between high school students’ (N=134) academic major preferences and their power motivation was tested. It was found that the more they were business-oriented, the higher their scores were on leadership, and lower on helping scales. In Study 3, business majors (economics, N=75) and non-business majors (psychology, N=82) completed the same questionnaire as participants in previous studies, as well as performed the IAT. Non-business majors declared stronger explicit helping motive, while business majors expressed stronger prominence and leadership motives. Furthermore, for non-business majors, IAT results could be predicted by their helping score. Implications and possible limitations of the presented results are discussed.

Anxiety of High School Students Preparing for University during the COVID-19 Pandemic

2021 ◽  
Vol 8 (12) ◽  
pp. 374-377
Author(s):  
Prapattra Hongwisat ◽  
Thanawat Wuthikanokkan ◽  
Nathakan Preechakansakul
Keyword(s):  
High School ◽  
High School Students ◽  
Respiratory Symptoms ◽  
The Other ◽  
Depression And Anxiety ◽  
School Students ◽  
Other Hand ◽  
The University ◽  
The Impact ◽  
Online Form

Covid-19 are one of the viruses that were widely spreaded in 2019 and are still separate until nowadays. Thailand is one of the countries that are highly infected. The majority of people who are infected with this virus tend to have mild to severe respiratory symptoms. Furthermore, anyone can get sick, and it can lead to death. However, the most common symptoms of this virus are fever, cough, tiredness, and loss of taste or smell, on the other hand, characteristics in a minority of people, such as diarrhea and headaches. Due to the impact of the Covid-19 virus, people have to change their lifestyle to the online form. These changes have impacted mostly on economics and education in particular countries, so this problem also affects anxiety among high school students; who must prepare to apply to the university during the COVID-19 outbreak. In addition, we have collected 151 answers from high school students by surveying in order to know the feelings for entrance to the university during the pandemic situation. We found out that 81.3% of the students are highly affected by covid, and only 0.7% of students are slightly affected. We also found out that 55% of the students are worried about university entrance, and only 2.6% of the students were not worried at all. According to the result, most of the students in Thailand are facing the problem about their education and their entrance for the university which are caused by Covid-19. This may lead to illnesses like depression and anxiety. Keywords: Students, Learning, COVID-19, Thailand, University.

scholarly journals School Policy Innovation to Reduce Bullying Effect

2021 ◽  
Vol 13 (3) ◽  
pp. 2675-2688
Author(s):  
Riana Nurhayati ◽  
Siti Irene Astuti Dwiningrum ◽  
Ariefa Efianingrum
Keyword(s):  
High School Students ◽  
School Environment ◽  
Sampling Technique ◽  
School Policy ◽  
School Students ◽  
Perpetrators And Victims ◽  
The Impact ◽  
The Relationship ◽  
Victims Of Bullying ◽  
Pearson Correlations

Bullying is an unpleasant act that is still a problem in the school environment. To find out about school policy innovations in an effort to reduce the impact of bullying behavior, this will illustrate the relationship between bullying perpetrators and victims of bullying in SMA as well as school policy innovations to reduce the impact of bullying. This research was conducted in high school students of all levels with the number of respondents 1119 students in Indonesia. Descriptive approach with mixed methods. The sample / respondent was determined by purposive sampling technique. The data used a questionnaire and were analyzed with proportions and conducted FGD and interviews with teachers in SMA. The results of the study concluded that: 1) The value of r-count (Pearson Correlations) of the bullying was 0.186 r-table 0.062 and the r-count value for the bullying victim aspect was 0.139 r-table 0.062, meaning that the relationship between the two variables was positive and increased the bullying and victims of bullying, there will also be increased assistance and support from parents, teachers and friends; 2) The solution to reduce bullying effects must implement policies at the macro, meso and micro levels that work systemically and in synergy by creating creative and innovative programs. With the existence of an effective and innovative school policy, bullying cases that occur in schools can be minimized in terms of quality and quantity.

scholarly journals Identity crisis and its relationship to depression in adolescents

Twejer ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 629-691
Author(s):  
Jwan Nwri Raswl ◽  
Keyword(s):  
Social Sciences ◽  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Identity Crisis ◽  
Validity And Reliability ◽  
School Students ◽  
Two Measures ◽  
The Impact ◽  
The Relationship

The research aims to know the level of depression and identity crisis among high school students of Koisnjaq city and to know the relationship between them as well as to clarify the impact of gender differences on them. To achieve this, a hundred students participated randomly. To collect data, the research adopted the two measures of identity and depression crisis. The validity and reliability of both scales were at a satisfactory level. After collecting and analyzing the information using the statistical package for social sciences (spss), the results showed that the level of depression on its edge as a clinical disease, and that the participants suffer from a certain level of identity crisis, and the results did not show any statistically significant relationship between the level of depression and the identity crisis. Finally, gender differences did not appear to be statistically significant for both depression and identity crisis.

WAYS IN WHICH HIGH-SCHOOL STUDENTS UNDERSTAND THE SAMPLING DISTRIBUTION FOR PROPORTIONS

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
CARMEN BATANERO ◽  
NURIA BEGUÉ ◽  
MANFRED BOROVCNIK ◽  
MARÍA M. GEA
Keyword(s):  
High School ◽  
High School Students ◽  
Statistics Education ◽  
Sampling Distribution ◽  
School Students ◽  
Research Journal ◽  
Science High School ◽  
Sample Proportion ◽  
The University ◽  
The Relationship

In Spain, curricular guidelines as well as the university-entrance tests for social-science high-school students (17–18 years old) include sampling distributions. To analyse the understanding of this concept we investigated a sample of 234 students. We administered a questionnaire to them and ask half for justifications of their answers. The questionnaire consisted of four sampling tasks with two sample sizes (n = 100 and 10) and population proportions (equal or different to 0.5)systematically varied. The experiment gathered twofold data from the students simultaneously, namely about their perception of the mean and about their understanding of variation of the sampling distribution. The analysis of students’ responses indicates a good understanding of the relationship between the theoretical proportion in the population and the sample proportion. Sampling variability, however, was overestimated in bigger samples. We also observed various types of biased thinking in the students: the equiprobability and recency biases, as well as deterministic pre-conceptions. The effect of the task variables on the students’ responses is also discussed here. First published December 2020 at Statistics Education Research Journal: Archives

Bullying and Delinquency: The Impact of Anger and Frustration

2020 ◽  
Vol 35 (4) ◽  
pp. 503-523 ◽  
Author(s):  
Charern Lee ◽  
Justin W. Patchin ◽  
Sameer Hinduja ◽  
Alexandra Dischinger
Keyword(s):  
High School Students ◽  
Negative Emotions ◽  
Delinquent Behavior ◽  
The United States ◽  
National Sample ◽  
School Students ◽  
Being Bullied ◽  
The Impact ◽  
The Relationship ◽  
Research And Policy

Few studies have explored whether individuals who are bullied at school or online are more likely to engage in delinquent behavior. Even less is known about whether negative emotions (i.e., anger or frustration)—as a result of being victimized—mediate the relationships between being bullied or cyberbullied and delinquency (as predicted by Agnew's general strain theory). The current study uses data from a national sample of 2,670 middle and high school students in the United States. Results indicate that youth who were bullied or cyberbullied, and who experience negative emotions as a result, are more likely to engage in delinquency. Negative emotions did not mediate the relationship between bullying and delinquency; however, they did partly mediate the relationship between cyberbullying and delinquency. The findings indicate that being bullied matters more in explaining delinquent behavior than the negative emotions that may result. Implications for research and policy are discussed in light of these findings.

Talent research and teacher training for gifted education

2012 ◽  
Vol 29 (2) ◽  
pp. 162-173
Author(s):  
Imre Dávid ◽  
László Balogh
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Training ◽  
Gifted Education ◽  
Training Programme ◽  
Historical Background ◽  
School Students ◽  
Psychological Examination ◽  
The University ◽  
The Relationship

The objective of our article is to give an outline of the work carried out in assisting gifted individuals at the University of Debrecen. We also give an account of the historical background of our institute, including the relationship between our doctoral programme and gifted education; in addition, we run a teacher training programme that awards a specialist degree in gifted education. The second section contains the description of a research project that focused on a multi-aspect psychological examination of teachers working with gifted high school students.

scholarly journals TOURISM, BASIC EDUCATION AND UNIVERSITY EXTENSION: A REPORT OF EXPERIENCE

2021 ◽  
Vol 6 (2) ◽  
pp. 49-54
Author(s):  
Jislane Oliveira de Jesus ◽  
Estefan Araujo dos Santos ◽  
Rosana Eduardo da Silva Leal
Keyword(s):  
High School Students ◽  
Social Inclusion ◽  
Basic Education ◽  
University Campus ◽  
School Students ◽  
Methodological Procedures ◽  
The University ◽  
Guided Tours ◽  
The Relationship

Extension actions and projects can help maintain the relationship between the university and society, in order to meet the needs of the external community, maintaining connections with social demands, public policies and diverse social movements in order to reduce inequalities and promote social inclusion. The project UFS de Braços Abertos, which is linked to the course in Tourism, is one such project. It offers guided tours for visiting elementary and high school students to the university campus, in order to present the university, its courses, the services offered, and the research and extension projects developed, creating a closer relationship between higher education and basic education. Based on this premise, this work analyzes the relationship between tourism, university extension and basic education, through the guided tours conducted as part of the UFS de Braços Abertos project, focusing on specifically on the participation of the Executive Secretarial course. In terms of approach to the problem, this study used qualitative research. The methodological procedures adopted were bibliographic research, and interviews with the head of the Executive Secretarial department and students of the course. We also sought to identify the perceptions of lecturers of the Executive Secretarial course in relation to the importance of the project, and the visits by school students to the University. The project helps to demystify the widely held perception, among students in basic education, that attending a federal university is a distant reality. The school students often arrive with this view, but after the visit, they are able to understand more how this universe works, and can dream of applying for place at university when they leave school. The report of experience presented clearly shows the important role of the UFS de Braços Abertos project, not only for the school students who may enter the university in the future, but also for students of the Tourism and Executive Secretarial courses, as it gives them an opportunity to promote and publicize the courses, stimulating the curiosity of the visiting students and showing them more about the respective professions, which can help them make future career choices.

scholarly journals The Impact of Standards-Based Learning: Tracking High School Students’ Transition to the University

2020 ◽  
Vol 104 (4) ◽  
pp. 257-269
Author(s):  
Thomas R. Guskey ◽  
Matt Townsley ◽  
Thomas M. Buckmiller
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Time Management ◽  
Social Issues ◽  
School Students ◽  
University Courses ◽  
The University ◽  
Implementation Of Standards ◽  
The Impact

This study sought to determine if the implementation of standards-based learning in high schools affects students’ transition to learning in university courses. Surveys and interviews with 13 students who had graduated from high schools implementing standards-based learning and who had completed their first academic semester at a midsize, private, Midwest university revealed no detrimental effects. The most frequently mentioned transition difficulties related to social issues and time management. Implications for implementing high school grading reforms are discussed.

scholarly journals High School Students as Citizen Scientists to Decrease Radon Exposure

2020 ◽  
Vol 17 (24) ◽  
pp. 9178
Author(s):  
Ellen J. Hahn ◽  
Craig Wilmhoff ◽  
Mary Kay Rayens ◽  
Nicholas B. Conley ◽  
Emily Morris ◽  
...  
Keyword(s):  
Lung Cancer ◽  
High School Students ◽  
Citizen Science ◽  
Human Subjects ◽  
School Students ◽  
Radon Exposure ◽  
The University ◽  
Radon Testing ◽  
The Impact ◽  
Family Centered

Residents in rural Kentucky (KY) and suburban Ohio (OH) expressed concerns about radon exposure and lung cancer. Although 85% of lung cancer cases are caused by tobacco smoke, radon exposure accounts for 10–15% of lung cancer cases. Academic and community members from the University of KY and the University of Cincinnati developed and pilot-tested a family-centered, youth-engaged home radon testing toolkit. The radon toolkit included radon information, and how to test, interpret, and report back findings. We educated youth as citizen scientists and their teachers in human subjects protection and home radon testing using the toolkit in the classroom. Youth citizen scientists explained the study to their parents and obtained informed consent. One hundred students were trained in human subjects protection, 27 had parental permission to be citizen scientists, and 18 homeowners completed surveys. Radon values ranged from < 14.8 Bq/m3 to 277.5 Bq/m3. Youth were interested and engaged in citizen science and this family-centered, school-based project provided a unique opportunity to further the healthy housing and quality education components of the Sustainable Development Goals for 2030. Further research is needed to test the impact of student-led, family-centered citizen science projects in environmental health as part of school curricula.

Organization of the university educational environment in the context of the COVID-19 pandemic

2021 ◽  
pp. 5-11
Author(s):  
A. V. Zolotaryuk
Keyword(s):  
High School Students ◽  
Distance Learning ◽  
High Efficiency ◽  
Research Work ◽  
Educational Process ◽  
School Students ◽  
Software Products ◽  
The Government ◽  
The University ◽  
The Impact

The article reveals issues related to the impact of the COVID-19 pandemic on various aspects of human activity. The necessity of transferring at the peak of diseases of educational institutions to the distance format of conducting classes is substantiated. Studying the articles of a number of authors, the high efficiency of distance learning for high school students and university students is noted; the forms of distance learning in various universities of the world and the problems of such learning are revealed; attention is focused on the possibilities of using a hybrid learning model in the educational process with preliminary recording of lectures on YouTube and conducting classes online using the Teams, Skype, Zoom technology platforms; an assessment of the perception of innovative digital technologies by teachers and students is carried out; it is proposed to submit practically significant, complex tasks for exams that require research and the use of competencies by students of several specialized disciplines.Considerable attention is paid to the organization of the educational process at the Financial University under the Government of the Russian Federation. It is noted that many problems of the transition to distance learning were avoided thanks to the advance, systematic and purposeful work to form the university digital environment. The general technological scheme of the educational process of the university in a pandemic is illustrated and disclosed in detail. Information about specialized programs and packages that support the educational process is provided. The role of 1C software products, 1C cloud solutions, which support many basic disciplines in various areas of student training, is especially noted. The possibilities and directions of students’ research work in the field of data analysis and machine learning are revealed. It is concluded that the transition of education to distance learning has not become critical for the Financial University. The University continues to train highly-demanded qualified personnel.

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