scholarly journals Up and Down: Trends in Students’ Perceptions about Learning in a 1:1 Laptop Model – A Longitudinal Study

10.28945/3613 ◽  
2016 ◽  
Vol 12 ◽  
pp. 169-191 ◽  
Author(s):  
Tal Berger-Tikochinski ◽  
Michal Zion ◽  
Ornit Spektor-Levy
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Two Dimensions ◽  
Equation Modeling ◽  
School Students ◽  
School Norms ◽  
Positive Attitudes ◽  
Students Attitudes

This is a five-year study conducted with junior high school students studying in a 1:1-laptop program in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned Behavior (TPB). These variables were tested at two dimensions: ‘duration of learning’ – the effect of learning in the program on the same students; ‘duration of program in school’ – the effect of the program on different students in different school years. Participants (N=770) answered a questionnaire structured according to motivational and TPB variables. Findings show that attitudes changed over time, but differently for each dimension. For the ‘duration of learning’, attitudes declined between 7th to 9th grade. Structural equation modeling analysis showed that students’ attitudes and self-efficacy explain part of their intention to learn with laptops, therefore ways of maintaining positive attitudes, self-efficacy, and strengthening school norms should be considered. However, for the ‘duration of program in school’, students’ attitudes increased over the years: The attitudes of students who started the program at a later stage were more positive than those who began earlier. This may indicate that students who experience the program at an advanced stage are better prepared, with more realistic expectations. Findings can assist teacher trainers and policymakers with the implementation of similar programs.

scholarly journals Attitudes and Self-Efficacy: Perspectives on Science Subjects for Junior High School Students

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
M Dwi Wiwik Ernawati ◽  
Asrial Asrial ◽  
Dwi Agus Kurniawan ◽  
Wahyu Adi Pratama ◽  
Rahmat Perdana
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Simple Random Sampling ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Correlation Test ◽  
Students Attitudes ◽  
Data Collection Technique

This study aims to analyze the differences and also the relationship between attitudes and self-efficacy of students in science lessons. This research is important because in science lessons the teacher must know the attitudes and self-efficacy of students because they affect the learning process. This type of research is quantitative with comparative type. The number of respondents used as a sample is 74 students. The data collection technique used simple random sampling. The results of the study using the T test were that there were significant differences in the attitudes and self-efficacy of students in science lessons, both female students and male students. The results of the correlation test between students' attitudes and self-efficacy towards science subjects in grade 8A showed that the two variables (attitude and self-efficacy) were related. And the results of the correlation test in class 8B showed that the two variables (attitude and self-efficacy) were related. The urgency of this research is that teachers can find out the differences in attitudes and self-efficacy between male and female students. The novelty of this research compared to previous research is that it uses Attitude and self-efficacy variables, with different indicators from previous research.

scholarly journals Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

2020 ◽  
Vol 17 (20) ◽  
pp. 7358
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh
Keyword(s):  
Social Support ◽  
High School Students ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Self Report ◽  
Equation Modeling ◽  
Social Emotional ◽  
School Students

The current study examined whether perceived social support mediated the effects of loneliness and self-efficacy on well-being among students with or without a learning disability (LD). Participants included 834 elementary, middle, and high school students from Israel (29.6% students with LDs) who completed self-report questionnaires. The results of structural equation modeling indicate that social support mediates the indirect effects of age, gender, loneliness and self-efficacy on well-being. In addition, the results show differences between groups, as non-LD girls noted a higher self-efficacy and well-being than boys, and well-being had indirect effects in the non-LD group than in the LD group. These results indicate students with LDs have a unique social-emotional profile that affects their well-being. The study highlights the importance of enhancing self-efficacy and reducing loneliness in order to increase social support, thus predicting positive well-being. Effective and practical educational programs are needed for both groups across age and gender.

Factors Influencing High School Students’ Career Aspirations

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Mei Tang ◽  
Wei Pan ◽  
Mark D. Newmeyer
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Aspirations ◽  
Outcome Expectations ◽  
Equation Modeling ◽  
School Students ◽  
Factors Influencing

This article explores the factors influencing high school students’ career aspirations with a study analyzing 141 high school students. The Social Cognitive Career Development Model was utilized to examine the interactive relationships among learning experiences, career self-efficacy, outcome expectations, career interests, and career choices. The results of a structural equation modeling analysis supported the mediating role of career self-efficacy in the career decision-making process, but the specific paths among the predicting variables to career aspirations were found to be different for female and male high school students. Implications for school counselors to provide more effective career intervention programs are discussed.

scholarly journals KINERJA GURU MATEMATIKA BERDASARKAN PERSEPSI DAN KOMPETENSI SISWA SMP DI KOTA MERAUKE

2020 ◽  
Vol 3 (1) ◽  
pp. 13-26
Author(s):  
Khumaeroh Dwi Nur’aini ◽  
Maria F V. Ruslau
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Random Sampling ◽  
Structural Equation ◽  
Simple Random Sampling ◽  
Total Sample ◽  
Equation Modeling ◽  
School Students ◽  
Student Competencies

This study aims to evaluate the strengths and weaknesses of teachers in the teaching process in terms of aspects of mathematics teacher competency. It describes how the four teacher competencies have been running in the learning process in the classroom based on students' perceptions related to student competencies themselves using Structural Equation Modeling data analysis techniques (SEM). The study population was all junior high school students in Merauke City, Papua. The method of sampling was used proportional random sampling, which is continued by simple random sampling, to obtain a total sample of 436 students. The data collection was carried out by distributing questionnaires to students' perceptions about the performance of mathematics teachers consisting of 48 questions in the form of a Likert scale. The results obtained that pedagogic and social competencies are competencies that affect student competencies with mathematics teacher pedagogical competence is most influential on student competencies. Therefore, to improve student competency, teachers need to improve pedagogical and social competence.

scholarly journals L2 Anxiety, Self-Regulatory Strategies, Self-Efficacy, Intended Effort and Academic Achievement: A Structural Equation Modeling Approach

2019 ◽  
Vol 12 (3) ◽  
pp. 24 ◽  
Author(s):  
Huei-Ju Shih
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Structural Equation Modeling ◽  
Foreign Language ◽  
Goal Setting ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Regulatory Strategies

Factors that contribute to learning achievement have always been a primary research concern in the field of education. In the field of second/foreign language (L2) learning, researchers have been trying to explore many important factors that are linked to successful learning and how these factors may predict the success of language learning. With respect to the factors contributing to language proficiency, many researchers endeavor themselves to the exploration of assisting the learners. The present study aims to explore whether or not the following factors would influence learners’ academic achievement: the process of goal-setting, the L2 anxiety, the effort the learners put into, self-efficacy together with self-regulatory strategies. A total number of 356 senior high school students who were learning English as a Foreign Language participated in the study. A new questionnaire was developed to measure and collect the participants’ responses in respect to the above-mentioned learning factors. In order to investigate the relationships among these factors and the learners’ academic performance, the structural equation modeling (SEM) was used to identify the best fit model. It was found that self-efficacy, L2 anxiety, together with goal-setting processes, are prerequisites for the application of effective self-regulatory strategies, which in turn play an important role in affecting the intended efforts the learners make, and consequently influence the learners’ achievement. According to the findings, we suggest the teacher elevate the students’ self-efficacy, lower the L2 anxiety, help set their learning goals, cultivate their capability of employing strategies and increase their intended effort.

scholarly journals MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION

2016 ◽  
Vol 71 (1) ◽  
pp. 62-72
Author(s):  
Şenol Şen
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
School Students ◽  
Effort Regulation ◽  
Metacognitive Learning

This research examined the relations among students’ learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-efficacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students’ learning strategies, self-efficacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confirmatory factor analysis and path analysis were performed to examine the relations among the variables of the research. Results revealed that students’ metacognitive learning strategies and self-efficacy beliefs statistically and significantly predicted their effort regulation. In addition, the students’ self-efficacy beliefs directly affected deep cognitive learning strategies and effort regulation but indirectly affected metacognitive learning strategies. Furthermore, 88.6 % of the variance in effort regulation was explained by metacognitive learning strategies and self-efficacy beliefs. Key words: effort regulation, high school students, learning strategies, self-efficacy beliefs, structural equation modeling.

scholarly journals Determining The Predictors of Self-Efficacy and Cyber Bullying

2018 ◽  
Vol 7 (2) ◽  
pp. 138
Author(s):  
Tuğba Yılmaz Bingöl
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Cyber Bullying ◽  
Equation Modeling ◽  
Fit Indices ◽  
Early Memories ◽  
School Students ◽  
Modeling Analysis

In this study, it was aimed to determine the variables affecting self-efficacy and cyber bullying. The participants of the study were 223 high school students. The data was collected through the use of self-administered questionnaires which were the General Self-efficacy Scale, the Gratitude Scale, the Early Memories of Warmth and Safeness Scale and the Revised Cyber Bullying Inventory. Results of structural equation modeling analysis revealed that self-efficacy was affected by early memories of warmth and safeness and cyber bullying was affected by being a cyber victim. All goodness of fit indices of the model in this study was satisfactory. The results of the study demonstrated the importance of early memories of warmth in improving self-efficacy and preventing cyber victimization is effective in decreasing cyber bullying.

Family Environment and Child-To-Parent Violence: The Role of Emotional Insecurity

2021 ◽  
pp. 088626052110063
Author(s):  
Miriam Junco-Guerrero ◽  
Ana Ruiz-Fernández ◽  
David Cantón-Cortés
Keyword(s):  
High School Students ◽  
Family Environment ◽  
Structural Equation ◽  
Irrational Beliefs ◽  
Family System ◽  
Equation Modeling ◽  
School Students ◽  
Mothers And Fathers ◽  
The Family ◽  
Emotional Insecurity

Child-to-parent violence (CPV) constitutes a serious social problem due to its short and long-term consequences, which not only directly affect the victim but also generate a rupture of the family system. In this study, direct and indirect effects of exposition to violence within the family, insecurity in the family system (manifested as disengagement and/or preoccupation), and justification of violence on CPV toward mothers and fathers were analyzed with structural equation modeling (SEM). Davies and Cummings emotional security theory (1994) was applied. A total of 904 high school students between 13 and 20 years old participated in this study. Information regarding each participant’s committed CPV was obtained from the Child-to-Parent Aggression Questionnaire. Emotional insecurity was assessed with the Security in the Family System scale. To assess exposition to violence and justification of violence, the Exposure to Violence Questionnaire and Irrational Beliefs Inventory for Adolescents were applied, respectively. Strong relationships between exposition to violence within the family, emotional insecurity, justification of violence, and CPV toward mothers and fathers were observed. The results show that adolescents who are exposed to violence at home are more aggressive in the future. In addition, this relationship is mediated, at least in part, by the justification of violence and emotional insecurity. These results suggest that prevention and treatment of CPV aggressors should focus on improving security within the survivors’ family system as well as modifying attitudes toward violence.

Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance

1989 ◽  
Vol 5 (2) ◽  
pp. 167-177 ◽  
Author(s):  
Gail F. Munger ◽  
Brenda H. Loyd
Keyword(s):  
High School Students ◽  
Attitude Scale ◽  
Mathematics Performance ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Attitudes Toward Calculators ◽  
The Relationship

In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.

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