scholarly journals Counseling services and their relationship to self-confidence among secondary school students in Taif Governorate: الخدمات الإرشادية وعلاقاتها بالثقة بالنفس لدى طلاب المرحلة الثانوية بمحافظة الطائف بالسعودية: دراسة وصفية

2020 ◽  
Vol 4 (34) ◽  
Author(s):  
Hussain Ahmad Al-Harthi
Keyword(s):  
Secondary School ◽  
Cultural Awareness ◽  
Secondary School Students ◽  
Department Of Education ◽  
Counseling Services ◽  
School Students ◽  
Counseling Programs ◽  
Total Study Population ◽  
Self Confidence ◽  
Student Guidance

The study aimed to find the relationship between counseling services and self-confidence among high school students in Taif Governorate. To achieve the goal of the research, the researcher used the descriptive approach. A random sample of secondary school students in Taif Governorate was selected, amounting to 750 students, and it represents about 5% of the total study population, which numbered about 15000 students. The study tools were the scale of indicative services prepared by the researcher. And a measure of self-confidence prepared by Al-Qawasmeh and Al-Farah (1996). The study found that there is a positive correlation between counseling services provided to secondary school students in Taif Governorate and self-confidence, and the correlation coefficient has reached (0.77). In light of the results of the study, the researcher recommended a number of recommendations, Preparing counseling programs by the Department of Student Guidance and Guidance in the Department of Education and applying them in schools to develop self-confidence., Providing the necessary training courses for student counselors to provide counseling services more effectively., Designing special counseling programs by specialists in the Department of Student Guidance and Guidance in the Department of Education and Universities for students who suffer from low self-confidence- Spreading cultural awareness in the family about the nature of adolescence as a development stage, while clarifying its characteristics and manifestations.

scholarly journals EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

2020 ◽  
Vol 5 (35) ◽  
pp. 58-64
Author(s):  
Lucy Gachenia ◽  
Margaret Mwenje
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
School Counseling ◽  
Secondary School Students ◽  
Counseling Services ◽  
Counseling Program ◽  
School Students ◽  
Counseling Programs

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

scholarly journals Attitudes Towards Statistics in Secondary Education: Findings from fsQCA

Mathematics ◽  
2020 ◽  
Vol 8 (5) ◽  
pp. 804 ◽  
Author(s):  
Ángel Peiró-Signes ◽  
Óscar Trull ◽  
Marival Segarra-Oña ◽  
J. Carlos García-Díaz
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Linear Models ◽  
Qualitative Comparative Analysis ◽  
Necessary Condition ◽  
School Students ◽  
Self Confidence ◽  
Attitudes Toward Statistics ◽  
High Degree

Students report a high degree of anxiety and reduced self-confidence when facing statistical subjects, especially in secondary education. This anxiety turns into poor academic performance. Most studies have used linear models for studying the interrelation between different attitudes and proving their impact on performance or related variables. This study uses a different approach to explain and better understand the causal patterns of factors stimulating lower levels of anxiety in students when facing statistics in secondary education. We employed the Multi-factorial Scale of Attitudes Toward Statistics (MSATS) and fuzzy-set qualitative comparative analysis (fsQCA) on a sample of 95 secondary school students in Spain. We identified the recipes or causal combination of factors, leading to low and high levels of anxiety. The results indicate that self-confidence and motivation are important factors in these recipes, but there is no single necessary condition that ensures lower levels of anxiety.

Increasing Student Engagement During Questioning Strategy Sessions

1984 ◽  
Vol 77 (6) ◽  
pp. 470
Author(s):  
James S. Cangelosi
Keyword(s):  
Student Engagement ◽  
Secondary School ◽  
Secondary School Students ◽  
Department Of Education ◽  
School Students ◽  
Florida Department

An alarming proportion of secondary school students are unable to apply mathematical principles that they have memorized to the solutions of realistic problems (Florida Department of Education 1978).

scholarly journals IṬAINILAIPPAḶḶIKAḶIL MĀṆAVARKAḶIṈ CUYA CĀLPUṬAIMAIK KŪṞUKAḶAI VALUPPAṬUTTUM AKALVIḶAKKU NĀVAL [AGAL VILAKKU NOVEL TO STRENGTHEN SECONDARY SCHOOL STUDENT’S SELF-ESTEEM ELEMENTS]

2021 ◽  
pp. 100-115
Author(s):  
ILAMPURANAN KIRAMANY ◽  
S. KUMAR
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Document Analysis ◽  
Self Esteem ◽  
School Students ◽  
Teaching Literature ◽  
Tamil Literature ◽  
Qualitative And Quantitative ◽  
Self Confidence

Teaching Tamil literature in secondary schools ensures that students' knowledge of literature is nurtured and appreciated. And the goal is to produce individuals who are intelectually, spiritually, emotionally and physically balanced and harmonic. The study was conducted to find out how M. Varatharasan's novel 'Agalvilakku' novel contributes to the development of Self-Esteem Elements among secondary schools students. This study was conducted in qualitative and quantitative approach. Document analysis and fieldwork in particular are the primary approaches to this study. The study concludes that the ‘Agalvilakku’ novel plays a major role in the development of self - possessive elements such as leadership, virtue, self - confidence, self - esteem, energy, creativity, and personal, social interaction among secondary school students. M. Varadarajan's ‘Agalvilakku’ novel is suitable for teaching literature to secondary school students.

Image of Self and Image of others among Secondary School Students in Dakar

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1227-1238 ◽  
Author(s):  
Michel Vandewiele ◽  
Walter D'Hondt ◽  
Jean-Francois De Hemptinne
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Economic Status ◽  
Social Interest ◽  
Personal Characteristics ◽  
School Students ◽  
Social Stimuli ◽  
Socio Economic Status ◽  
Self Confidence

With the help of a questionnaire addressed to 1094 secondary school youngsters, we studied adolescents' reactions to opinions of the young and of adults on some themes such as acculturation, social interest, etc. Adolescents' own stands on these matters were also requested. Subjects tended to think that comrades their age were far more acculturated than were they and adults; boys considered they were less culturally assimilated than girls, who felt less assimilated than boys. Boys held that they were more interested in politics than girls. Girls and women were considered particularly sensitive to certain social stimuli such as attaching great importance to what people thought and admiring people who were successful in life. Concerning certain personal characteristics, subjects attributed mostly to boys the love of risk, self-confidence, and reflection prior to action, to adults loneliness, and finally honesty to men. The influence of age and father's socio-economic status was also examined.

scholarly journals CHALLENGES COUNSELORS FACE IN EFFECTING SCHOOL COUNSELING PROGRAMS FOR ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

2021 ◽  
Vol 6 (38) ◽  
pp. 24-34
Author(s):  
Lucy Gachenia ◽  
Margaret Mwenje
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
School Counseling ◽  
Secondary School Students ◽  
School Administration ◽  
School Students ◽  
Counseling Programs ◽  
Professional Challenges ◽  
School Counseling Programs

School counseling is intended to help students overcome problems, which usually mitigate their academic performance in schools. Helping students adjust emotionally, physically, mentally, and socially enhances good academic performance. In achieving this goal of counseling especially in schools, the government has previously committed resources towards establishing counseling programs in schools. However, the reality on the ground is that there are few established counseling programs as well as few counselors to implement the said programs and this has posed a challenge to the counsellors in their effort to offer counseling to assist students to enhance their academic achievement. The aim of the study was to establish the challenges counselors face in affecting school counseling programs for academic achievement of secondary school students in Kiambu County. The objective of the study was to find out if counsellors faced challenges while offering to counsel for academic achievement. To achieve this objective the study used primary data collected from a sample of 80 secondary school-age going students from 8 schools, 8 counselors, and 8 academic deans of students from the sampled schools. The study was qualitatively done and self-determination theory was used to guide the study. Findings indicated that counselors encountered personal and professional challenges in the course of their counseling duties. For personal challenges, all counsellors (100%) reported having a difficult time balancing between teaching and counseling, all counselors (100%) noted they had insufficient time for counseling since little time was set aside in the school programs for counseling, (63%) said they had no specific rooms dedicated for counseling students, (63%) felt that the big number of students seeking counseling was a challenge while 100% stated dual relationship as a tough challenge. In regard to professional challenges, (100%) of the counsellors stated that none was compensated for extra counseling duties, (75%) had insufficient skills in academic counseling, (50%) had little support from subject teachers and from parents, 100% indicated little support from school administrators, 100% cited increased workload, 100%, lack of formal recognition from Teachers Service Commission that employs teachers and 50% felt that counselors inclusivity in school discipline committee posed a challenge. The study concluded that school counseling programs are commendable because they increase students’ academic achievement. However the study has established that school counselors should be equipped with appropriate counseling skills, their workload should be reduced and that school administration should encourage greater cooperation between teacher counselors and other members of staff as well as with parents and guardians, in order to make the counselors effort more productive. Further studies should be conducted to investigate how the school administration can be actively involved in supporting counseling programs in schools.

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