EXAMINING INTERCULTURAL COMPETENCIES AMONG BOSNIAN HIGH SCHOOL STUDENTS

2019 ◽  
Vol 12 (3) ◽  
pp. 27-44
Author(s):  
Senad Bećirović ◽  
◽  
Belma Delić ◽  
Amna Brdarević-Čeljo
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
School Students ◽  
Grade Point ◽  
Grade Levels ◽  
Intercultural Competencies ◽  
And Gender ◽  
Ending Process ◽  
The Impact

A period of globalisation and the interconnectedness of people across the world has increased the demand for greater intercultural competences among young people in particular. Being interculturally competent entails modifying behaviour in culturally appropriate ways when establishing contact with diverse cultures. The development of this competence is a long and never-ending process that which is influenced by a variety of factors, some of the most important being school policies, surroundings, individual work, personal needs and curiosity. The purpose of the current study was to investigate the impact of grade level, grade point average (GPA) and gender on intercultural competences by distributing the questionnaire developed by Portalla and Chen (2010) to 211 Bosnian high school students. The results showed that the students’ grade levels and GPAs did not have a statistically significant influence on their intercultural competences, whereas gender only had a significant impact on their intercultural competences on the Interactant Respect subscale. Due to the fact that the students should be taught intercultural competence at school, their competence is expected to improve in each study grade; thus, based on the students’ GPAs, this study may help teachers to identify a gap in their instruction and to modify their teaching content so that it contributes to the development of the students’ intercultural competence, as well as to the promotion of the importance thereof.

scholarly journals The Self-Determination Theory and Mathematics Motivation: Grade Levels and Gender Differences among United Arab Emirates Students

2011 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Jalal Haj Hussien
Keyword(s):  
High School ◽  
High School Students ◽  
United Arab Emirates ◽  
School Students ◽  
Grade Levels ◽  
Mathematics Motivation ◽  
The Difference ◽  
And Gender ◽  
And Mathematics ◽  
The Impact

The objective of this study was to investigate the impact of students’ grade levels, gender, and interaction between the two on mathematics motivation. In addition, the relationship between students’ various types of mathematics motivation and achievement were examined. Four hundred twenty four elementary school students (186 boys and 238 girls), 588 middle school students (296 boys and 292 girls), and 276 high school students (154 boys and 122 girls) completed the MMS. The findings of this study showed that all types of motivation in mathematics steadily decreased with grade advancement (elementary through high school) with the exception of introjected regulation. Moreover, results indicated a significant gender difference in each type of mathematics motivation, exception regarding intrinsic motivation, where the difference was not significant. In addition, the interaction between grade levels and gender was significant only in students’ introjected regulation; the differences in intrinsic, external regulation, and amotivation were consistent between males and females in different grade levels. Finally, the results revealed a significant relationship between all types of motivation and mathematics achievement as well as overall academic achievement. 

scholarly journals The Impact of Short-Term Cross-Cultural Experience on the Intercultural Competence of Participating Students: A Case Study of Australian High School Students

2021 ◽  
Vol 10 (8) ◽  
pp. 313
Author(s):  
Wendy Nelson ◽  
Johannes M. Luetz
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
Qualitative Interviews ◽  
Cross Cultural ◽  
Short Term ◽  
School Students ◽  
Cultural Experiences ◽  
Quasi Experimental ◽  
The Impact

Over recent years, globalisation occasioned a dramatic rise in cross-cultural interactions until this was disrupted by the COVID-19 pandemic. The ability to competently engage in a multicultural world is often considered the “literacy of the future”. Global interconnectedness has brought studies into intercultural competence to centre stage. This has increased the demand for cross-cultural education experiences that facilitate such learning. However, there is a dearth of empirical research into the issues and effects surrounding short-term cross-cultural educational experiences for adolescents. This mixed-methods study extends previous research by looking specifically into what impact short-term cross-cultural experiences may have on the formation of intercultural competence (IC) and emotional intelligence (EI) of Australian high school students. This study used two instruments for measuring IC and EI in a pre- and post-test quasi-experimental design (n = 14), the General Ethnocentrism (GENE) Scale and Toronto Empathy Questionnaire (TEQ). Moreover, it conducted in-depth post-experience qualitative interviews (n = 7) that broadly followed a phenomenological paradigm of inquiry. The findings suggest that fully embodied cross-cultural immersive experiences can effectively support the formation of IC and EI in high school students and may thereby play a contributing role in redressing ignorance, xenophobia, prejudice, and discrimination. A greater understanding of the linkages between immersive cross-cultural experiences and intercultural competence offers prospects for policymakers, educators, pastoral carers, and other relevant stakeholders who might employ such experiential learning to foster more interculturally and interracially harmonious human relations.

scholarly journals Is there an association between convergence insufficiency and refractive errors?

2017 ◽  
Vol 76 (1) ◽  
Author(s):  
Samuel Otabor Wajuihian
Keyword(s):  
South Africa ◽  
High School ◽  
High School Students ◽  
Refractive Errors ◽  
School Students ◽  
Cross Sectional ◽  
Grade Levels ◽  
Convergence Insufficiency ◽  
Clinically Significant ◽  
And Gender

Background: Refractive errors and convergence insufficiency play major roles in reading efficiency. Uncorrected refractive errors are a primary cause of binocular anomalies, including convergence insufficiency. Symptoms of asthenopia in both refractive and binocular vision anomalies are similar. Despite the relationships that exist between them, the extent of association between refractive errors and convergence insufficiency has not been studied extensively.Aim: The aim of this study was to determine the prevalence of convergence insufficiency and refractive errors and investigate their associations with gender and age in a sample of high school children.Methods: The study design was cross-sectional and comprised data from 1056 African high school students aged 13–18 years, who were randomly selected from 13 high schools in uMhlathuze municipality in the province of KwaZulu-Natal, South Africa. In the final sample, 403 (38%) were males and 653 (62%) were females. The participants’ mean age and standard deviation were 15.89 ± 1.58 years and median age was 16 years. Refractive errors, heterophoria, near point of convergence, fusional vergences and accommodative functions were evaluated.Results: Prevalences for convergence insufficiency were as follows: low suspect 12.4% (confidence interval, [CI] 10.2–14.4), high suspect 6.3% (CI, 5.0–7.9), definite 4.6% (CI, 3.4–5.9), and pseudo-convergence insufficiency 2.1% (CI, 1.2–3.0). Refractive errors were: hyperopia 6.8% (CI, 5.3–8.4), myopia 6.0% (CI, 4.6–7.5), astigmatism 2.3% (CI, 1.8–3.2), anisometropia 1.3% (CI, 0.7–2.0) and emmetropia 86.2% (CI, 85.1–89.1). There were no significant associations between convergence insufficiency and gender (p = 0.32), age (p = 0.38), grade levels (p = 0.99) or refractive errors (p = 0.08).Conclusion: The prevalence of clinically significant convergence insufficiency and refractive errors was low in this sample of black high school students in South Africa, and there was no significant correlation between them.

scholarly journals THE EFFECT OF SOCIAL MEDIA ON ADOLESCENTS

2021 ◽  
Vol 03 (07) ◽  
pp. 294-304
Author(s):  
Abdelmounim KIOUACH ◽  
Benaissa ZARHBOUCH
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Media Use ◽  
Information Communication ◽  
School Students ◽  
Social Media Use ◽  
And Gender ◽  
The Individual ◽  
The Impact

This study aims to reveal the effect of social media on adolescents among a sample of high school students in Morocco. In fact, the study sample consisted of 68 male and female students equally.to begin with, the importance of the research was manifested in its being a subject of study, within a theoretical framework in which psychology, neurology and information communication technology interact, with the aim of highlighting the impact of these means on the individual in general, and clarifying the brain changes caused by emotional and cognitive functions in particular. Thus, we will conduct an exploratory study on the percentage of social media use among high school students, and clarify the differences related to excessive access to social media according to the gender variable, in order to clarify the impact of social media on the mental health of adolescents, and its relationship to some disorders in this category, and provide a neuro-cognitive explanation about the impact that these means can have on the individual. To achieve the above, we conducted a field study using the Young Scale to measure the intensity of social media use among adolescents. The results of the study concluded that adolescents use social media at an average level, and there are no differences in their use between the sexes, and there is no relationship between the level of intensity of their use and gender.

scholarly journals The Impact of Short-Term Cross-Cultural Experience on the Intercultural Competence of Participating Students: A Case Study of Australian High School Students

2021 ◽  
Author(s):  
Wendy Nelson ◽  
Johannes M. Luetz
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Intercultural Competence ◽  
Qualitative Interviews ◽  
Cross Cultural ◽  
Short Term ◽  
School Students ◽  
Cultural Experiences ◽  
The Impact

Over recent years globalisation has occasioned a dramatic rise in cross-cultural interactions – until this was disrupted by the COVID-19 pandemic (OECD 2018, Nelson & Luetz 2021). The ability to competently engage in a multicultural world is often considered the “literacy of the future” (UNESCO 2013, OECD 2018). Global interconnectedness has brought studies into intercultural competence to centre stage (UNDP 2004, Bissessar 2018, Nelson et al. 2019). This has increased the demand for cross-cultural education experiences that facilitate such learning. However, there is a dearth of empirical research into the issues and effects surrounding short-term cross-cultural educational experiences for adolescents. This mixed methods study extends previous research by looking specifically into what impact short-term cross-cultural experiences may have on the formation of intercultural competence and emotional intelligence of Australian high school students. This study used two instruments for measuring intercultural competence and emotional intelligence in a pre- and posttest quasi-experimental design (n=14), the GENE Scale and TEQ. Moreover, it conducted in-depth post experience qualitative interviews (n=7) that broadly followed a phenomenological paradigm of inquiry. The findings suggest that fully embodied cross-cultural immersive experiences offer benefits in areas of intercultural competence and emotional intelligence and can offer meaningful application in areas of current affairs. A greater understanding of the linkages between immersive cross-cultural experiences and intercultural competence offers prospects for policy makers, educators, pastoral carers, and other relevant stakeholders who might employ such experiential learning to foster more interculturally and interracially harmonious human relations.

scholarly journals ACADEMICALLY AT-RISK HIGH SCHOOL

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Brad Grot ◽  
Annette Abel ◽  
Holly Abel
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
School Counselor ◽  
School Setting ◽  
School Students ◽  
Risk Population ◽  
Grade Point ◽  
The Impact ◽  
Academically At Risk

This investigation queried the phenomenological perspective of the school counselor within the high school setting. The counselors’ perspective was sought in this qualitative investigation to determine the impact of bullying on the academically at-risk population. The literature at present has neglected a population of high school students. The omitted population is the academically at-risk population. Researchers have identified many sub-populations of the “at risk” school category that traditionally included: culture, ethnicity, gender, race, religion, and sexual orientation. The academically at-risk student is another category and is inclusive of traditional “at risk” students. This population experiences (1) a grade point average below 2.0—C, (2) absenteeism more than 15 days in a 90-day semester and (3) behavioral issues that impact successful matriculation. At present, no research has been conducted about the academically at-risk high school student, and how bullying, contextually, impacts students, and how their counselors understand and perceive bullying.

scholarly journals “We Make Our Community”: Youth Forging Environmental Identities in Urban Landscapes

2021 ◽  
Vol 13 (14) ◽  
pp. 7736
Author(s):  
Erin Gallay ◽  
Alisa Pykett ◽  
Constance Flanagan
Keyword(s):  
High School Students ◽  
Urban Areas ◽  
Local Environment ◽  
Natural World ◽  
Urban Landscapes ◽  
Youth Of Color ◽  
School Students ◽  
Environmental Leadership ◽  
And Gender ◽  
The Impact

Insofar as race, class, and gender have profound effects on people’s environmental experiences, and consequently their activism, the environmental field needs more work on the environmental experiences and insights of groups whose voices have been missing, including youth of color who live in urban areas in the U.S. In this paper, we focus on African American and Latinx students engaged in environmental projects in their urban communities and the impact of such projects on promoting pro-environmental leadership, agency, and behavior. We draw from written reflections and focus group interviews of several hundred 4th–12th graders (majority middle- and high-school students) who participated in place-based civic science projects. Thematic analyses of student responses found that students engaged in work on local environmental issues cultivated an appreciation for the natural world and an understanding of human-nature interdependence and the ties between the local environment and their communities’ health. Through taking action with others in their communities, students viewed themselves as contributors to their communities and started to form environmental identities in ways that are not traditionally measured. Findings point to the need for forms of environmental education that are contextually grounded and centered on environmental justice in urban areas.

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