The Association Between School Discipline and Self-Control From Preschoolers to High School Students: A Three-Level Meta-Analysis

2020 ◽  
pp. 003465432097916
Author(s):  
Jian-Bin Li ◽  
Shan-Shan Bi ◽  
Yayouk E. Willems ◽  
Catrin Finkenauer
Keyword(s):  
High School ◽  
High School Students ◽  
Individual Differences ◽  
School Environment ◽  
School Discipline ◽  
Meta Analysis ◽  
Self Control ◽  
Self Report ◽  
Effect Sizes ◽  
School Students

Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that effectively develops students’ capacities for self-control. However, existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three school discipline components (i.e., structure, support, and teacher-student relationship) and self-control from preschoolers to high school students. Based on 68 studies reporting 278 effect sizes (N = 57,798), the results revealed that the overall effect size for the association between school discipline and self-control was small to medium (r = .190, p < .001, 95% confidence interval [.151, .229]). Moderator analyses showed that effect sizes were similar in magnitude across school discipline components, gender and age of students, region, report informant of school discipline measures, reliability of school discipline and self-control measures, and research design. The effect sizes were stronger for the studies using self-report measures to assess self-control (compared to studies using observation/tasks or other-informant measures) and for studies that examined general self-control (compared to cognitive self-control). Moreover, the effect sizes for the association between school discipline and social-emotional self-control were stronger for older students. These findings point to the importance of school discipline associated with individual differences in self-control in students from preschool to high school.

scholarly journals The association between school discipline and self-control from preschoolers to middle school students: A three-level meta-Analysis

2019 ◽  
Author(s):  
Jian Bin Li ◽  
Shan-Shan Bi ◽  
Yayouk Willems ◽  
Catrin Finkenauer
Keyword(s):  
Middle School ◽  
Individual Differences ◽  
School Environment ◽  
School Discipline ◽  
Meta Analysis ◽  
Self Control ◽  
Effect Sizes ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that distinguishes students with good self-control from those with poor self-control. However, the existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three components of school discipline (i.e., structure, support, and teacher-student relationship) and self-control in students from preschool to high school. Based on 65 studies reporting 247 effect sizes (N = 55,940), the results show that school discipline is positively related to self-control (r = .189, p &lt; .001, 95% CI = [.148, .229]). No significant publication bias was found. Moderator analyses showed that effect sizes are similar in magnitude across students’ sex, age, and ethnicity, school level, discipline level, culture (individualism and power distance), informant of school discipline and self-control, research design, and time lag. The effect size was stronger for the teacher-student relationship component and for studies using the same informant to assess the two constructs. These findings point to the importance of school discipline, particularly a good teacher-student relationship, associated with individual differences in self-control in students from preschool to middle school.

Influence of Location and Type of School on School Environment of High School Students

2012 ◽  
Vol 2 (12) ◽  
pp. 136-138
Author(s):  
N.Subramanian N.Subramanian ◽  
◽  
Dr.A.Veliappan Dr.A.Veliappan
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
School Students ◽  
Type Of School

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

Self-reports of emotional distress in a sample of urban black high school students

1982 ◽  
Vol 12 (4) ◽  
pp. 809-817 ◽  
Author(s):  
Ellen W. Freeman ◽  
Karl Rickels ◽  
Emily B. H. Mudd ◽  
George R. Huggins ◽  
Celso-Ramon Garcia
Keyword(s):  
High School ◽  
High School Students ◽  
Emotional Distress ◽  
Clinical Sample ◽  
Great Majority ◽  
Self Report ◽  
School Students ◽  
Hopkins Symptom Checklist ◽  
Adolescent Groups ◽  
High Distress

SynopsisEmotional distress as assessed by the self-report Hopkins Symptom Checklist (HSCL) was examined in a sample of 607 urban black high school students aged 15–18. These adolescents reported high distress primarily about feelings of disadvantage, volatile anger, interpersonal sensitivity and loneliness. Females were significantly more likely than males to indicate emotional distress, although several of the leading distress items were endorsed equally by both groups. Male and female scores across the HSCL factors differed in degree rather than form. The great majority of these adolescents didnotreport significant emotional distress. These data provide a base from a non-clinical sample for comparison with other adolescent groups where emotional distress may play a role.

The standardization of Achenbach's Youth Self-Report in Greece in a national sample of high school students

2001 ◽  
Vol 10 (1) ◽  
pp. 47-53 ◽  
Author(s):  
A. Roussos ◽  
K. Francis ◽  
V. Zoubou ◽  
S. Kiprianos ◽  
A. Prokopiou ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
National Sample ◽  
Self Report ◽  
Youth Self Report ◽  
School Students

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

scholarly journals The Management of Student’s Pocket Money

2019 ◽  
Author(s):  
rendika Vhalery ◽  
Hasdi Aimon ◽  
Yulhendri Yulhendri
Keyword(s):  
High School ◽  
High School Students ◽  
Family Environment ◽  
Self Control ◽  
School Students ◽  
Pocket Money ◽  
The Family

The purpose of this study is to clarify the factors that influence the management of students' pocket money directly and indirectly in Air Tawar Padang City. A sample of 344 students consisting of 130 students and 214 high school students was obtained by completing the questionnaire. The results show that the family environment, peers, gender and self-control have positive and significant effect on the management of students in Padang City.

Making Career Decisions: A Self-Report of Factors That Help High School Students

1984 ◽  
Vol 32 (4) ◽  
pp. 240-248 ◽  
Author(s):  
RICHARD J. NOETH ◽  
HAROLD B. ENGEN ◽  
PATRICIA E. NOETH
Keyword(s):  
High School ◽  
High School Students ◽  
Career Decisions ◽  
Self Report ◽  
School Students
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