scholarly journals Cognitive Distortions And It’s Relationship With Exam Anxiety And The Perceived Self-Efficacy Among Secondary School Students In Sakhnin City: التشوهات المعرفية وعلاقتها بقلق الامتحان والكفاءة الذاتية المدركة  لدى طلبة المرحلة الثانوية في مدينة سخنين

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Hussin Kmal Hussin Knamh, Moeen Nsrawen
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Cognitive Distortions ◽  
Significant Negative Correlation ◽  
Future Research ◽  
Validity And Reliability ◽  
School Students ◽  
Secondary Stage ◽  
Exam Anxiety

  This study aimed to identify the cognitive distortions and It’s relationship with exam anxiety and the perceived self-efficacy among secondary school students in sakhnin city in palestine. The study sample consisted of (175) male and female of students in the secondary stage in sakhnin city during the second semester of the academic year (2018/2019). To achieve the aim of the study, the researcher developed the standards of both cognitive distortions, and anxiety of the exam, and perceived self-efficacy. Validity and reliability for both scales were obtained. The results showed a low level of cognitive distortions and exam anxiety among secondary school students in sakhnin city, and a high level of perceived self-efficacy among secondary school students in sakhnin city. The results showed a statistically significant positive correlation between cognitive distortions and exam anxiety among secondary school students in sakhnin city. Also a statistically significant negative correlation found between cognitive distortions and perceived self-efficacy among secondary school students in sakhnin city. Several recommendations and suggestions were provided; including the need for future research investigating the relationships between the cognitive distortions, and anxiety of the exam, and perceived self-efficacy in the light of gender and classroom variables.

Academic-related stress among private secondary school students in India

2014 ◽  
Vol 3 (2) ◽  
pp. 118-134 ◽  
Author(s):  
Sibnath Deb ◽  
Esben Strodl ◽  
Jiandong Sun
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Future Research ◽  
School Students ◽  
Related Factors ◽  
Content Type ◽  
Exam Anxiety

Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.

scholarly journals Designing and applying the psychopath’s behavior measurement Secondary school students

2018 ◽  
Vol 225 (3) ◽  
pp. 1-24
Author(s):  
Assist. Prof. Dr. Mohammed Abdul Karim Taher
Keyword(s):  
Secondary School ◽  
Social Norms ◽  
Human Behavior ◽  
Secondary School Students ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
Emotional Instability ◽  
School Students ◽  
Secondary Stage ◽  
Current Behavior

      The secondary  stage is an important phase in the life of the students, because it is the period of physical, psychological andsocial changes,in the same time, emotional instability is presenting the features of human behavior of his heractivities. Psychopathy behavior is .socially unacceptable, which the students suffer in the secondary school that can be shown in the attackingthe schools’ properties   and lack of respect for teachers and colleagues.In addition to that, they don’t care for the values of school and social norms, and makeconfusion inside the school corridors. The present study aims to measure the current behavior among secondary school students; the researcher constructed a measurementtool of behavior. Thefinal form of the measurement tool is about (38) paragraph, it has been approved and to whatextent the distinction paragraphs show the validity and reliability byconducting thestatistical means.  The sample of the study is (400) students, the researcher conducts and applies the test on about (200) students who are selected randomly.

scholarly journals INSTRUMENT OF ENGAGEMENT IN SCIENCE LEARNING: VALIDITY AND RELIABILITY ANALYSES

2021 ◽  
Vol 6 (40) ◽  
pp. 215-225
Author(s):  
Hui Haw Law ◽  
Sabariah Sharif ◽  
Crispina Gregory K Han
Keyword(s):  
Secondary School ◽  
Content Validity ◽  
Science Learning ◽  
Secondary School Students ◽  
Reliability And Validity ◽  
Factor Loading ◽  
Future Research ◽  
Validity And Reliability ◽  
School Students ◽  
Reliable Instrument

This study aims to identify the reliability and validity of the Science Learning Engagement Instrument (IPPS) that had been developed. Content validity was checked by four experts with a Content Validity Index (CVI) value of 0.885. The study was conducted with 130 Form 4 secondary school students in the Limbang district, Sarawak. The data obtained were analysed using Statistical Package of Social Science (SPSS) Version 21.0. A total of 3 dimensions were extracted from the exploratory factor analysis. Meanwhile, all items had a factor loading value exceeding 0.40. The reliability value for the whole instrument is 0.835. The findings show that IPPS is a valid and reliable instrument. Therefore, this instrument can be used as a reference for researchers for future research purposes.

scholarly journals Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Logan Fiorella ◽  
So Yoon Yoon ◽  
Kinnari Atit ◽  
Jason R. Power ◽  
Grace Panther ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Test Anxiety ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Intrinsic Value ◽  
Self Regulation ◽  
School Students ◽  
Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

scholarly journals Influence of Self-efficacy on Academic Competence of Secondary School Students in Osun State

2020 ◽  
Vol 3 (1) ◽  
pp. 38-44
Author(s):  
Atoyebi Adeola Olusegun ◽  
Omoteso Bonke Adepeju ◽  
Babalola Tofunmi Matthew
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Random Sampling ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Academic Competence ◽  
Positive Influence ◽  
School Students ◽  
Senior Secondary

The study ascertained the level of academic competence of secondary school students in Osun State and also determined level of self-efficacy of the students. It investigated the influence of self-efficacy on the students’ academic competence. These were with a view to providing information on factor that could influence the academic competence of secondary school students. The study adopted descriptive survey research design. The population for the study comprised senior secondary school students in Osun State. The sample size comprised 600 respondents, selected using multistage sampling technique. One Local Government Area (LGA) was selected from each of the three senatorial districts in the State using simple random sampling technique. From each LGA, four senior secondary schools were selected using simple random sampling technique (12 schools in all) and from each school, 50 students were selected from senior secondary II using simple random sampling technique. Three instruments were used to collect information for the study, namely: Academic Competence Evaluation Scale (ACES), and General Self-Efficacy Scale (GSES). Data collected were analyzed using percentages and ANOVA. The results showed that 9.41%, 60.21% and 30.37% of secondary school students in Osun State demonstrated low, moderate and high levels of academic competence respectively. The results of the study also indicated that there was a significant positive influence of self-efficacy on academic competence of the students (F =69.35; p<0.05). The study concluded that self-efficacy influenced academic competence of secondary school students in Osun State.

scholarly journals A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

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