scholarly journals Factors Affecting Academic Resilience in Middle School Students: A Case Study

2015 ◽  
pp. 63-78 ◽  
Author(s):  
Luisa Fernanda Rojas F.
Keyword(s):  
Data Collection ◽  
Protective Factors ◽  
Family Involvement ◽  
Low Income ◽  
Academic Resilience ◽  
Individual Characteristics ◽  
School Students ◽  
Factors Affecting ◽  
Academic Resiliency ◽  
Teachers And Parents

This research was carried out with the purpose of identifying how and which risk and protective factors affect academic outcomes. The study explored how different family and individual environmental factors foster academic resilience. The exploratory study took place with a group of six students from a public school in Bogotá, Colombia. The school is located in a low-income and marginalized area of the city, where social problems such as poverty and violence are common. Data collection techniques included document analysis, as well as interviews with teachers and parents. The data collection was focused on identifying how academic resiliency skills can be developed in vulnerable young people. It was found that it is possible to identify and describe different protective factors from the family, such as family guidance, family support, and opportunities for meaningful family involvement that explicitly foster academic resilience in at risk-students. It was also possible to address how individual characteristics also foster positive outcomes, including optimism, perseverance, or motivation.

Protective Factors Affecting Low-Income Urban African American Youth Exposed to Stress

2000 ◽  
Vol 20 (4) ◽  
pp. 388-417 ◽  
Author(s):  
Kathryn E. Grant ◽  
Jeffrey H. O’koon ◽  
Trina H. Davis ◽  
Nicola A. Roache ◽  
LaShaunda M. Poindexter ◽  
...  
Keyword(s):  
African American ◽  
Protective Factors ◽  
Low Income ◽  
African American Youth ◽  
Factors Affecting

scholarly journals Effects of procrastination behavior, stress tolerance and study habits on academic achievements of Indian Students residing in India (Kerala) and UAE.

2018 ◽  
Vol 3 (3) ◽  
pp. 16-31
Author(s):  
Smitha Dev
Keyword(s):  
High School ◽  
High School Students ◽  
Stress Tolerance ◽  
Study Habits ◽  
School Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Moment Coefficient ◽  
Teachers And Parents ◽  
Indian Students

This paper is designed to study various factors affecting the academic achievements of high school students. The study was conducted on 210 high school students from Abu Dhabi and Thiruvananthapuram. Procrastination behavior inventory, an index of stress tolerance and study habits scale were used to understand the various factors interfering their academic achievement. The data were analyzed using the statistical techniques; such as, Product-moment coefficient of correlation – person r, and factor analysis. Results provide an insight into the numerous factors effecting students in their learning process and it is a fact that students need to get adequate support and motivation from teachers and parents to keep up their focus on the educational goal.

scholarly journals Violence Tendency among Secondary School Students: The Effect of Self-Esteem and Empathic Tendency

2021 ◽  
pp. 195-205
Author(s):  
Mahmut Kilic ◽  
Tugba Uzuncakmak
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Parental Attitudes ◽  
Self Esteem ◽  
Individual Characteristics ◽  
Viewing Time ◽  
Tv Viewing ◽  
School Students ◽  
Factors Affecting ◽  
Low Performance

Aims: Personal, familial and environmental factors can be effective in tendency to violence. This study was conducted to determine the effects of self-esteem of adolescents and empathic tendency on levels of violence tendency to secondary school students, regardless of socio-demographic characteristics. Study Design: This study is a retrospective record study. Place and Duration of Study: Secondary schools in the city center of Yozgat in the 2017-2018 academic years. Methodology: In the study, the data in the records of secondary school students (n=987, boys 503, girls 484; grade range 5-8) which were collected using the scales were used. The data were analysed by correlation, independent t-test, Anova and linear regression (LR). Results: The mean violence tendency, self-esteem, and empathic tendency scales’ scores of the students were 33.4, 69.0 and 2.4, respectively. According to the multivariate analysis, low empathic tendency, family perception of low performance, disliking school, increased TV viewing time, low self-esteem, increased age, being exposed to violence at home and not preparing for high school entrance exam were found to be statistically significant as the factors affecting the tendency to violence in order of priorities. Conclusion: Early adolescents have a moderate level of tendency to violence. Moreover, low self-esteem, low empathic tendency, individual characteristics and parental attitudes are associated with tendency to violence.

Listening to “Frequent Flyers”: What Persistently Disciplined Students Have to Say about Being Labeled as “Bad”

2016 ◽  
Vol 118 (1) ◽  
pp. 1-40 ◽  
Author(s):  
Brianna L. Kennedy-Lewis ◽  
Amy S. Murphy
Keyword(s):  
Middle School ◽  
African American ◽  
Data Collection ◽  
Low Income ◽  
Social Contexts ◽  
Character Trait ◽  
Exclusionary Discipline ◽  
Office Referrals ◽  
School Students ◽  
K 12

Background Educators’ increased use of suspension and expulsion has led to some students repeatedly losing access to learning opportunities. Students excluded from school are at a higher risk of dropping out, with those who receive multiple sanctions, often called “frequent flyers” by K—12 educators, faring even worse. The loss of access to classroom instruction resulting from exclusionary discipline disproportionately affects low-income students of color, reflecting a discipline gap between White students and their minoritized peers. Purpose While discourse regarding persistently disciplined students typically positions them as poor decision-makers who squander opportunities, a growing number of studies examine how educators and social contexts play a role in student exclusion. This study investigates middle school students’ experiences with becoming “frequent flyers” to understand whether and how they adopt educators’ labels of them as “bad” and how this label may shape their educational experiences. Setting/Participants Data collection occurred at Peninsula South Middle School, an urban school located in the Southeast. Participants included four African American boys, five African American girls, and two girls of mixed racial descent. During the school year in which we interviewed them, these students were suspended between one and six times and received an average of 28 office referrals. Research Design/Data Collection/Analysis We interviewed each student four times, with each interview lasting between 45 and 60 minutes, asking them about their school experiences starting from kindergarten through their current grade. We coded all transcripts according to our symbolic interactionist theoretical framework and derived themes. Findings Students explained how they experienced an iterative cycle of labeling and exclusion; they viewed “badness” as fleeting but believed that teachers saw it as a pervasive character trait; and, in their descriptions of the challenges they attempted to make against a system they perceived as unjust, students’ accounts revealed that those attempts only heightened the power their “badness” elicited from institutional agents. Conclusions While participants did not see themselves as “bad kids,” their descriptions of their schooling suggested that labeling occurred as written documentation of infractions via office referrals led to students’ physical exclusion from school. Students discussed how their previous punishment led educators to presume students’ guilt and employ more exclusionary discipline with them. Students did not adopt the label of “bad” as part of their identities even though their responses, reactions, and resistance led them to play the role of “bad hid “in some situations.

scholarly journals Institutional and Individual Factors Affecting Health and Employment for Low-Income Women With Chronic Health Conditions

2018 ◽  
Vol 75 (5) ◽  
pp. 1062-1071 ◽  
Author(s):  
Kelsi Carolan ◽  
Ernest Gonzales ◽  
Kathy Lee ◽  
Robert A Harootyan
Keyword(s):  
Protective Factors ◽  
Older Women ◽  
Low Income ◽  
Secondary Data ◽  
Physical Nature ◽  
Chronic Health Conditions ◽  
Health Conditions ◽  
Chronic Health ◽  
Factors Affecting ◽  
Low Income Women

Abstract Objectives This qualitative study explored risk and protective factors affecting employment and health among low-income older women with chronic health conditions or physical disabilities. Methods The authors conducted a secondary data analysis of 14 intensive interviews with low-income older women with chronic health conditions who had participated in a federally funded training and employment program for workers aged 55 and older. Qualitative data were analyzed using thematic analysis. Results The physical nature of the work and discrimination were risk factors, with unaccommodating work environments, ageism, and/or ableism, and internalized ageism identified as subthemes of discrimination. Protective factors, namely institutional supports (e.g., access to retraining, time management flexibility) enhanced health and self-confidence. Occupational demands matched with the capacity of the individual resulted in continued employment and improved health. Discussion Working conditions can degrade health through exposure to mental and physical health risks, or support health through access to financial and interpersonal resources. Institutional supports such as workplace flexibility and retraining are crucial to obtaining a good fit between occupational demands and the capacity of individuals, enabling a positive relationship between employment and health. Legislation designed to prevent discrimination, enhance opportunities for lifelong learning, and encourage flexible work arrangements among low-income women with chronic health conditions may facilitate healthier working lives.

Protective Factors and Biological Sex Differentiate Profiles of Teen Substance Users in Myanmar

2019 ◽  
Vol 46 (5) ◽  
pp. 853-864
Author(s):  
Wendy Kliewer ◽  
Nanda Myo Aung Wan ◽  
Brittani Parham ◽  
Zau Ring
Keyword(s):  
Risk Factors ◽  
High School Students ◽  
Protective Factors ◽  
Family Involvement ◽  
Drug Users ◽  
Latent Class ◽  
School Students ◽  
Biological Sex ◽  
Communities That Care ◽  
Counter Medication

Background. Reports on worldwide drug use include some information on risk factors, but virtually no information on protective factors, which are an important component of prevention programs. Aims. This study investigated protective factors and biological sex differences associated with patterns of substance use among adolescents in Myanmar, a country in Southeast Asia. Method. Myanmar high school students ( N = 1,918; Mage = 15.35, SD = 1.07, range = 14-18; 56% female) completed a version of the Communities That Care survey validated for use in this population. Results. Latent class analysis revealed “Low Users” (38%), “Normative Users” (47%), and “Poly Drug Users” (15%) classes for males, and “Low Users” (80%), “Glue/Over-the-Counter Medication Users” (14%), and “High Users” (6%) classes for females. Univariate analyses indicated that belief in the moral order and positive family attachment differentiated profiles for both males and females; opportunities for prosocial family involvement, prosocial peer behavior, and opportunities to talk with teachers were additionally significant for males only. Logistic regression analysis comparing males in the “Low Users” and “Normative Users” classes indicated that opportunities for prosocial family involvement was protective after accounting for significant demographic and risk factors. In contrast, analyses comparing other classes of males or females found that once significant demographic and risk factors were controlled, protective factors did not discriminate classes. Conclusions. These data suggest that sex-specific prevention and intervention strategies may be more successful than universal approaches, and that attention to both risk and protective factors in prevention programming is warranted.

scholarly journals Learning In the Form Of Practice Applications Through Science Subjects In Elementary Schools In East Timor City The City Of Gorontalo

KOMTEKINFO ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. 228-241
Author(s):  
Dr. Yurni Rahman, S.Pd, M.Pd ◽  
Yulanti S. Mooduto, M.Pd
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Data Interpretation ◽  
Teacher Professionalism ◽  
School Students ◽  
Data Set ◽  
Practical Applications ◽  
Time Reading ◽  
Teachers And Parents ◽  
The City

Learning in the form of practical applications is a form of real learning activities where students will receive teaching materials at the same time be able to directly prove it through direct practice at school. The long-term objective of the research is that students will be exposed to data interpretation in which they are asked to apply their theoretical knowledge to numbers and use their reasoning skills to make inferences based on the logic and trends of the given data set and can also contribute to the development of education in Indonesia. especially in the city of Gorontalo. Learning in the form of practical applications can be an intermediary for teachers and elementary school students to be able to develop students 'and teachers' way of thinking so as to produce professional teachers and genius students. Currently, the learning conditions are not optimal in achieving the learning objectives, therefore it is necessary to conduct research on learning in the form of practical applications with this research to answer the causes of the less than optimal implementation of the effective learning process in Gorontalo City and efforts to increase teacher professionalism can be realized. This research uses qualitative research. The type of research is program evaluation using the explanatory model. The main data collection techniques are interviews, observation and documentation of various data sources (informants) that are directly related to, Augmented Reality, Virtual Reality, or the Internet of Things. This research is not only directed at the results (product). However, the other three components are also evaluated, because the four components are very closely related. Apart from interviews, data collection was also carried out using observation and documentation techniques. The observation technique was carried out on the learning process and product (result) in the form of practical application in Gorontalo City, while the documentation technique was carried out on documents relating to the process and product (result). In this aspect, the highest percentage (%) is that students spend about 1 hour / day at 28%, while the lowest is that students spend 4-5 hours / day or 11.6%. From this percentage, it can be concluded that the percentage of students who spend or spend time reading science subjects is still low so that the efforts of teachers and parents and the surrounding environment are needed so that students' interest in reading is maximized.

Sign in / Sign up

Export Citation Format

Share Document