scholarly journals Impressions about people with intellectual disability of Polish high school students who participated in a workshop led by self-advocates

2021 ◽  
Author(s):  
Iwona Nowakowska ◽  
Ewa Pisula
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Professional Staff ◽  
Self Report ◽  
Personal Contact ◽  
Control Group ◽  
Mild Intellectual Disability ◽  
School Students ◽  
Target Groups

PurposeThe aim of the paper is to assess whether participation in a two-session workshop led by self-advocates with mild intellectual disability (ID), supported by professional staff, affects high school students’ impression of people with ID, measured by a self-report questionnaire based on a semantic differential.Design/methodology/approachThe study was paper-pencil questionnaire-based and anonymous, conducted in Warsaw, Poland. Three measurements were performed using two semantic differentials – two weeks before the workshop, one day and three months afterward. In total, 50 high school students in the workshop group and 43 students in the control group took part in the study.FindingsAfter the workshop, people with ID were perceived as more calm, compliant and adult and this change was not observed in the control group.Research limitations/implicationsThe picture of people with ID after the workshop may probably have been even more complex than before. However, the study focuses on a specific intervention and does not include data about other, similar meetings led in another school and by other self-advocates.Practical implicationsIt is worthy to design anti-discriminatory workshops led by the self-advocates to impact the perceptions of people with ID. The particular intervention would benefit from alterations.Social implicationsWorkshops performed by self-advocates with ID may be promising in terms of limiting stereotype formation in target groups of workshops.Originality/valueThis research fills the gap in the longitudinal studies on the changes in the impressions about people with ID following an intervention based on personal contact.

scholarly journals Impressions about people with intellectual disability of polish high school students who participated in a workshop led by self-advocates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iwona Nowakowska ◽  
Ewa Pisula
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Professional Staff ◽  
Self Report ◽  
Personal Contact ◽  
Control Group ◽  
Mild Intellectual Disability ◽  
School Students ◽  
Content Type

Purpose The aim of the paper is to assess whether participation in a two-session workshop led by self-advocates with mild intellectual disability (ID), supported by professional staff, affects high school students’ impression of people with ID, measured by a self-report questionnaire based on a semantic differential. Design/methodology/approach The study was paper-pencil questionnaire-based and anonymous, conducted in Warsaw, Poland. Three measurements were performed using two semantic differentials – two weeks before the workshop, one day and three months afterward. In total, 50 high school students in the workshop group and 43 students in the control group took part in the study. Findings After the workshop, people with ID were perceived as more calm, compliant and adult and this change was not observed in the control group. Research limitations/implications The picture of people with ID after the workshop may probably have been even more complex than before. However, the study focuses on a specific intervention and does not include data about other, similar meetings led in another school and by other self-advocates. Practical implications It is worthy to design anti-discriminatory workshops led by the self-advocates to impact the perceptions of people with ID. The particular intervention would benefit from alterations. Social implications Workshops performed by self-advocates with ID may be promising in terms of limiting stereotype formation in target groups of workshops. Originality/value This research fills the gap in the longitudinal studies on the changes in the impressions about people with ID following an intervention based on personal contact.

scholarly journals APPLICATION OF E-MARKETING IN ENTREPRENEURSHIP LEARNING FOR STUDENT WITH INTELLECTUAL DISABILITY

2018 ◽  
Vol 37 (3) ◽  
Author(s):  
Edi Purwanta ◽  
Hulfah Hulfah
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Senior High School ◽  
Rank Test ◽  
Mild Intellectual Disability ◽  
School Students ◽  
Wilcoxon Sign Rank ◽  
Sign Rank Test ◽  
Senior High School Students

Abstract:Entrepreneurship learning is a process that equips students in developing their soul, attitude, and carefulness in seeing opportunities and organizing the sustainability of a business. This study set out to investigate the effect of e-marketing towards the understanding of marketing in entrepreneurship learning of senior high school students with mild intellectual disability through e-marketing. A quantitative approach with one group pretest-posttest design was used in this study. A total of 24 students with mild intellectual disability from three schools in Magelang and Temanggung Regency participated in this study. A purposive sampling was applied in selecting these senior high school students. The data in this study were collected through a test. Anon-parametric statistical analysis technique, i.e. Wilcoxon sign rank test, was used to analyze the data. Based on data analysis performed, the calculated Z value is -4.115 with Asymp.Sig (2-tailed) 0.000 at significant (α) 0.05 level. The results indicated that the students mean score after the treatment was significantly higher than their average score before the treatment. It is then concluded that the application of e-marketing has an effect in improving the understanding of marketing in entrepreneurship learning of senior high school students of with mild mental disability. Keyword:e-marketing, entrepreneurship learning, intellectual disability PENERAPAN E-MARKETING DALAM PEMBELAJARAN KEWIRAUSAHAAN SISWA TUNAGRAHITA RINGAN TINGKAT SMA Abstrak: Pembelajaran kewirausahaan merupakan pembelajaran yang membekali siswa dalam mengembangkan jiwa, sikap, kejelian dalam melihat peluang dan pengorganiasasian dalam keberlangsungan suatu usaha. Penelitian ini bertujuan untuk mengetahui pengaruh e-marketing terhadap pemahaman pemasaran dalam pembelajaran kewirausahaan siswa tunagrahita ringan tingkat SMA melalui e-marketing.Penelitian menggunakan pendekatan kuantitatif dengan desain one group pretest-posttest. Subjek penelitian berjumlah 24 siswa tunagrahita ringan dari tiga sekolah di tiga kota yang berbeda yakni Magelang, and Temanggung. Sampel diambil secara purposif, yaitu siswa yang berada di tingkat SMA.Teknik pengumpulan data menggunakan tes.Analisis data menggunakan teknik analisis statistic nonparametric Wilcoxon sign rank test. Berdasarkan analisis data yang dilakukan, diperoleh nilai Z adalah -4,115 dengan Asymp.Sig (2-tailed) 0,000 pada taraf signifikan (α) 0,05. Hasil dari penelitian menyatakan bahwa nilai rata-rata sesudah diberikan perlakuan lebih tinggi secara signifikan daripada hasil nilai rata-rata sebelum diberikan perlakuan.Hal itu dapat disimpulkan bahwa penerapan e-marketing berpengaruh meningkatkan pemahaman pemasaran dalam pembelajaran kewirausahaan siswa tunagrahita ringan tingkat SMA. Kata kunci: e-marketing,pembelajarankewirausahaan, tunagrahita

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.

scholarly journals Factors Associated with Non-Attendance at Dental Preventive Care in Slovak High School Students

2021 ◽  
Vol 18 (3) ◽  
pp. 1295
Author(s):  
Martin Samohyl ◽  
Jana Babjakova ◽  
Diana Vondrova ◽  
Jana Jurkovicova ◽  
Juraj Stofko ◽  
...  
Keyword(s):  
High School ◽  
Young Adults ◽  
High School Students ◽  
Preventive Care ◽  
Parental Influence ◽  
Adolescents And Young Adults ◽  
Control Group ◽  
School Students ◽  
Factors Associated ◽  
Older Adolescents

This study aimed to determine the factors associated with the avoidance of dental preventive care in high school students and their parents in the framework of The Youth and Parents Risk Factor Behavior Survey in Slovakia, the ongoing cross-sectional school-based survey of students and their parents or legal representatives. The data were collected using two separate standardized questionnaires: (i) the questionnaire for students (n = 515) and (ii) the questionnaire for parents (n = 681). The study group included 57 high school students (54.4% males) who did not visit the dentist for preventive care in the previous year. The control group included 458 students (35.8% males) who visited a dentist for preventive care at least once in the previous year. A significantly higher number of males (54.4%), older adolescents, and young adults (21.8%; 20.0%) were not visiting dental preventive care regularly. Incomplete family (56.1%), stressful situations at home (17.5%), and feeling unwell were the factors contributing to the avoidance of dental preventive care. More than 34.5% of adolescents and young adults were not visiting either dental preventive care or pediatric preventive care (adjusted odds ratio (AOR) = 5.14; 95% confidence interval (CI) = 2.40, 10.99). Children of divorced mothers and mothers with household income lower than EUR 900 had significantly higher dental care avoidance in bivariate analysis. A significantly higher percentage of fathers from the exposed group were not visiting dental preventive care regularly (47.8%, p < 0.05). The results of the study can be used as an educational intervention step focusing on the parental influence on adolescent and young adults’ behavior and as a challenge for the improvement of dental preventive care in older adolescents and young adults.

scholarly journals Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards

2021 ◽  
Vol 11 (4) ◽  
pp. 1830
Author(s):  
Chih-Chao Chung ◽  
Shi-Jer Lou
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Program Design ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Physical Computing ◽  
Technical High School ◽  
Experimental Group

The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programming project, and the experimental group carried out the DBL programming project using the physical computing strategy of Arduino boards. Pre- and posttests and a questionnaire survey were carried out, while ANCOVA (analysis of covariance) was used for evaluation purposes. In the course, students in the experimental group were randomly selected for semi-structured interviews to understand their learning status and to perform qualitative analysis and summarization. This study proposed the physical computing strategy of Arduino boards, featuring staged teaching content, practical teaching activities, and real themes and problem-solving tasks. The results show that the coding literacy of students in the different teaching strategy groups was significantly improved. However, in the Arduino course on DBL programming, the students in the experimental group had a significantly higher learning efficiency in coding literacy than those in the control group. Moreover, according to the qualitative analysis using student interviews, Arduino boards were found to improve students’ motivation to learn coding and to aid in systematically guiding students toward improving their coding literacy by combining their learning with DBL theory. Thus, Arduino technology can be effectively used to improve students’ programming abilities and their operational thinking in practically applying programming theories.

scholarly journals Assessing the Effects of Childhelp’s Speak Up be Safe Child Abuse Prevention Curriculum for High School Students

2021 ◽  
Author(s):  
Marisol Juarez Diaz ◽  
Diane Moreland ◽  
Wendy Wolfersteig
Keyword(s):  
High School ◽  
Child Abuse ◽  
High School Students ◽  
Child Maltreatment ◽  
Child Abuse Prevention ◽  
Control Group ◽  
Abuse Prevention ◽  
School Students ◽  
Prevention Curriculum ◽  
Speak Up

Abstract Purpose This study examined the Childhelp Speak Up Be Safe (CHSUBS) child abuse prevention curriculum for high school students and addressed a gap in evidence-based child maltreatment prevention programs. CHSUBS is grounded in theory and was developed to 1) provide students with the skills they need to prevent or interrupt child abuse, bullying, and neglect, and 2) increase student knowledge about safety related to abuse. Methods Utilizing a cluster-randomized controlled trial design, the three high schools were randomly assigned to participate in the CHSUBS curriculum or the control group. Survey items measured the efficacy of the curriculum in grades 9 through 12. Surveys were implemented at baseline, immediately after the intervention, and after 6 months for a follow-up. Analyses included exploratory factor analyses and a paired samples t–test to determine whether increases in child maltreatment knowledge and resistance skills were gained. Results Findings showed positive significant results that child maltreatment knowledge and resistance skills were significantly different from pre to post for the CHSUBS group and showed no significant control group changes. Conclusions High school students in the CHSUBS group appeared to gain both child maltreatment knowledge and resistance skills. Future studies on prevention programming for high school students might show results that lead to a reduction in child maltreatment and an increase in better health outcomes for adolescents.

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.

scholarly journals Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students

2021 ◽  
Vol 18 (11) ◽  
pp. 5596
Author(s):  
Federica Galli ◽  
Tommaso Palombi ◽  
Luca Mallia ◽  
Andrea Chirico ◽  
Thomas Zandonai ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Media Literacy ◽  
Repeated Measures ◽  
Intervention Group ◽  
Literacy Intervention ◽  
Media Influence ◽  
Control Group ◽  
School Students ◽  
Health Promoting Behaviors

The outbreak of coronavirus required adjustment regarding the delivery of interventions. Media literacy interventions are necessary to help people acquire relevant skills to navigate the complexities of media communications, and to encourage health-promoting behaviors. The present study aimed to promote a media literacy intervention regarding performance and appearance enhancement substances use in sports high school students. The COVID-19 contingency allowed us to evaluate whether online sessions can effectively promote greater awareness of media influence, a stronger sense of confidence in persuading others to deal with media messages, and healthier attitudes about PAES use among high school students. The study relied on an “intervention group” comprising 162 students (31.5% female) and a “control group” comprising 158 students (42% female). Data were analyzed through repeated measures of Group X Time MANOVA and ANOVA, demonstrating some degree of efficacy of the media literacy intervention. The “intervention group” reported higher awareness of potential newspapers’ influence and a significant increase in their sense of confidence in dealing with media influence compared to the “control group”. Findings support the efficacy of online media literacy programs to prevent doping consumption in adolescents.

Sign in / Sign up

Export Citation Format

Share Document