scholarly journals Impact of Cyberbullying Behavior on the Self-Esteem among Secondary and Higher Secondary School Students in Punjab, Pakistan

2020 ◽  
Vol V (III) ◽  
pp. 385-395
Author(s):  
Fouzia Perveen ◽  
Asghar Ali ◽  
Muhammad Ramzan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Total Sample ◽  
Self Esteem ◽  
Female Students ◽  
The Self ◽  
The Internet ◽  
School Students ◽  
Use Of The Internet ◽  
The Impact

The internet users are more than four billion globally. The fast advancement in electronic technology caused an unpredictable variation in the development of students. The use of the internet has become the backbone of education and communication. The current study sets out to measure the impact of cyberbullying on the selfesteem among secondary and higher secondary school students in nine districts of Punjab, Pakistan were selected. The total sample size comprised of 3236 (1614 male 1622 female) students, and their ages were 13-19 years, recruited through conveniently sampling. Two questionnaires were employed in the present research for the purpose of data collection; Cyberbullying Scale and Rosenberg Self-Esteem Scale. The data were analyzed through Statistical Package for Social Sciences (SPSS 23.0). The quantitative results revealed that cyberbullying was significantly (p < .01) positively correlated with self-esteem. Further, linear regression results showed that cyberbullying was a significant impact on self-esteem. Results also showed the comparison between male and female samples for cyberbullying on the self-esteem, and results of the comparison showed that the mean of cyberbullying was selfesteem was significantly higher among female students than male respondents. The limitations of the results are discussed.

scholarly journals SOCIAL NETWORKING AND SELF-ESTEEM: AN EMPIRICAL STUDY OF HIGHER SECONDARY SCHOOL STUDENTS

2019 ◽  
pp. 1-2
Author(s):  
Naseer Ahmad Mir
Keyword(s):  
Secondary School ◽  
Social Networking ◽  
Secondary School Students ◽  
Positive Impact ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Total Sample ◽  
Self Esteem ◽  
School Students ◽  
The Impact

The present study was undertaken to investigate the impact of social networking on self-esteem of higher secondary school students. A total sample of 200 social networking users and non users of higher secondary school students were selected from four higher secondary schools by using simple random sampling technique. Information blank was employed for collecting data for social networking and Coopersmith's self-esteem inventory (1981) was used for measuring the self esteem of higher secondary school students. Statistical techniques such as mean, percentage and t-test were used for data analysis. The findings revealed that there is a positive impact of social networking on self-esteem of higher secondary school students. It was further revealed that the percentage of male social networking users is greater than the female social networking users.

SELF-ESTEEM AND HEARING IMPAIRMENT: AN INVESTIGATION OF HONG KONG SECONDARY SCHOOL STUDENTS

1997 ◽  
Vol 25 (4) ◽  
pp. 367-374 ◽  
Author(s):  
Fung Wing Yee ◽  
David Watkins ◽  
Nick Crawford
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Hearing Impairment ◽  
Secondary School Students ◽  
Self Esteem ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
The Self ◽  
School Students ◽  
Impaired Group

A comparison was made of the self-esteem of 45 moderately-severe hearing impaired and 300 normal-hearing secondary school students in Hong Kong. Analysis indicated that the hearing impaired group, particularly the males, tended to report higher self-esteem in a number of dimensions of the self. The results provide no evidence that integration into the normal classroom has damaged the self-esteem of the hearing-impaired.

scholarly journals Assertiveness and its relationship to excessive use of the internet among secondary school students: توكيد الذات وعلاقته بالإفراط في استخدام الإنترنت لدى طلاب وطالبات المرحلة الثانوية

2021 ◽  
Vol 5 (34) ◽  
pp. 151-129
Author(s):  
Bashaiyr Abdullah Aljabr, Abdulaziz Mohammed Hussein Bashaiyr Abdullah Aljabr, Abdulaziz Mohammed Hussein
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Significant Negative Correlation ◽  
Study Data ◽  
The Internet ◽  
School Students ◽  
First Semester ◽  
Use Of The Internet ◽  
Reading Activities

The study aimed to explore the relationship between self-assertion and the excessive use of the internet among secondary school students. It also intended to explore gender differences in self-assertion, the excessive use of the internet, and the preferred internet material. Participants were (500) secondary school students, (250 males and 250 females). Their ages of the sample ranged from 15 to 19 years. They were in the first semester of the academic year 1438-1439H. The descriptive method (correlational) was used in the study. Data were collected using the Self-assertion Scale developed by Ghareeb (1995), and the Internet Addiction Scale developed by Al-Qarni (2011). Results revealed a statistically significant negative correlation between self-assertiveness and the excessive use of the internet The degree of correlation with the Pearson coefficient was (828-). In addition, there were no gender differences found in the excessive use of the internet. The results also revealed significant gender differences in types of internet contents that attract the two sexes. Females were found to be more attracted to reading activities than were males. Conversely, males were more attracted to WhatsApp and other applications than were females. Finally, the study presented a number of recommendations and suggestions for further research.

scholarly journals A Cross-Sectional Examination of the Association Between Co-ed and Gender-Specific School Intramural Programs and Intramural Participation Among a Sample of Canadian Secondary School Students

2020 ◽  
Author(s):  
Gillian Williams ◽  
Kathleen E Burns ◽  
Kate Battista ◽  
Margaret de Groh ◽  
Ying Jiang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Student Participation ◽  
Female Students ◽  
School Students ◽  
Male And Female ◽  
And Gender ◽  
The Impact ◽  
Gender Specific

Abstract Background Intramurals are an important part of the physical activity offerings in secondary schools; however, it is not well understood how co-ed and gender-specific intramural programs impact intramural participation among male and female students. Therefore, the objective of this research was to examine if the number of co-ed, male-only, and female-only intramurals offered at a school was associated with student participation in intramurals. Methods A large sample of Canadian secondary school students (N=60,635) completed the COMPASS survey in 2017-2018. School staff reported the number of co-ed, male-only, and female-only intramurals offered at each school. Students reported whether they participated in school intramurals. Hierarchical models were used to assess associations. Results Intramural participation was marginally higher among male students (36%) than female students (32%; p<.0001). Female students attending schools that offered female-only intramurals were 17% (OR 1.17 [95% CI: 1.05-1.30]) more likely to participate. The number of co-ed and male-only intramurals offered were not significantly associated with student participation. Conclusions We found a positive association between offering female-only intramurals and female intramural participation, highlighting the importance of these programs for female students. Offering female-only intramurals may be a way for schools to improve participation and physical activity levels of female students. More research is needed on the impact of specific sports or activities on male and female student participation.

scholarly journals Using the Internet to access health-related information: results from a nationally representative sample of New Zealand secondary school students

2017 ◽  
Vol 0 (0) ◽  
Author(s):  
Jennifer Utter ◽  
Mathijs Lucassen ◽  
Simon Denny ◽  
Terry Fleming ◽  
Roshini Peiris-John ◽  
...  
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary School Students ◽  
Daily Basis ◽  
The Internet ◽  
School Students ◽  
Related Information ◽  
Health Related ◽  
Nationally Representative ◽  
Use Of The Internet

Abstract Objective To determine if secondary school students in New Zealand who report greater health concerns (e.g. significant depressive symptoms) are more likely to use the Internet to access health-related information. Methods A nationally representative health and wellbeing survey was undertaken in 2012 (n = 8500). Multiple regression models were used to examine the associations between students’ use of the Internet to access health-related information and selected outcomes or indicators. Results Over 90% of students used the Internet on a daily basis, with 15.4% of students reporting that they had used the Internet to access health-related information. Students experiencing household poverty were more likely to report not using the Internet daily (17.4% compared to 4.2%). Odds ratios (ORs) for accessing the Internet for this sort of information were highest for students who reported self-harm [OR 2.7, 95% confidence interval (CI) 2.3–3.3], disordered eating (OR 2.7, 95% CI 2.4–3.2), or a suicide attempt (OR 2.5, 95% CI 1.9–3.3). Conclusion Our findings suggest that Internet-based health interventions may be a viable way to reach young people with high health needs, but consideration needs to be given to those with limited Internet access.

scholarly journals A Diák Kiégés Kérdőív szerkezetének vizsgálata magyar mintán

2021 ◽  
Author(s):  
Jagodics Balázs ◽  
Kóródi Kitti ◽  
Szabó Éva
Keyword(s):  
Secondary School ◽  
Goal Orientation ◽  
Emotional Exhaustion ◽  
Secondary School Students ◽  
Self Esteem ◽  
The Self ◽  
Burnout Syndrome ◽  
School Students ◽  
Student Burnout ◽  
Hungarian Version

Háttér és célkitűzésekA felnőttek munkahelyi kiégésének vizsgálata mellett egyre nagyobb szerepet kap a problémakör iskolai vonatkozásának feltárása is. Tanulmányunk célja a Salmela-Aro és munkatársai (2008, 2009) által kidolgozott Diák Kiégés Kérdőív hazai változatának tesztelése volt.MódszerMagyar általános és középiskolás, 13–18 éves (M = 15,3 év; SD = 2,01) diákokból álló mintán (Náltalános iskola = 337; Nközépiskola = 738) ellenőriztük a kérdőív szerkezetét, belső konzisztenciáját, illetve a diák kiégés kapcsolatát demográfiai és pszichológiai jellegű változókkal.EredményekA feltáró és megerősítő faktorelemzés szerint az eredetivel megegyező, háromfaktoros struktúra jellemző a kérdőívre, amelyet az érzelmi kimerülés, a cinizmus és az alkalmatlanságérzés alskálák alkotnak. A kiégés kérdőíven a nemek között nem találtunk különbséget, iskolatípus tekintetében pedig csak a cinizmus alskálán különböztek az általános és középiskolás diákok pontszámai. A tanulmányi eredmény negatív összefüggést mutatott a kiégéssel, hasonlóan az önértékeléshez, az iskolai kötődéshez és a közelítő-elsajátító célorientációhoz. Az elkerülő célorientáció gyenge pozitív együtt járást mutatott a kiégéspontszámmal. A hierarchikus regresszióelemzés szerint a Diák Kiégés Kérdőív alskálái a célorientációs kérdőív dimenzióival együtt az önértékelés varianciájának 50,3%-át képesek megmagyarázni.KövetkeztetésekAz eredmények alapján kialakított nyolctételes kérdőív alkalmasnak tűnik a diák kiégés mérésére, illetve azon belül az érzelmi kimerülés, a cinizmus és az alkalmatlanságérzés tüneteinek elkülönítésére. Ugyanakkor a Cronbach-alfa-mutatók alapján utóbbi két alskála belső megbízhatósága csak elfogadható mértékű, emiatt a kérdőívet egydimenziós skálaként ajánljuk használni. A kérdőív alkalmas lehet további feltáró kutatásokban való alkalmazásra, illetve hasznos segédeszköz lehet az iskolapszichológiai gyakorlat számára is.Background and goalsDue to the prevalence of burnout-syndrome, research on this phenomenon is becoming increasingly important. As a result, beside examining the burnout-syndrome among adults, it is also important to explore the problem in the schools. The aim of our research is exploring the structure of the Hungarian version of the Student Burnout Inventory (Salmela-Aro et al., 2008, 2009).MethodsThe participants were Hungarian primary (N = 337) and secondary school students (N = 738), between the age 13 and 18 (M =15,3 years, SD = 2,01). We checked the structure of the questionnaire, the internal consistency and the connections between student burnout and other demographic and psychological factors.ResultsAccording to the exploratory and the confirmatory factor analysis, the three-factor structure of the questionnaire is the same as the original, which consists of three subscales: emotional exhaustion, cynicism and sense of inadequacy. There was no difference between the the boys and the girls in the overall burnout score, and in the case of school-type the scores of primary and secondary school students differed only on the subscale of cynicism. The academic achievement correlated negatively with the burnout, as well as the self-esteem, school attachment and mastery-approach goal orientation. The avoidance goal orientation showed positive correlation with the overall burnout score. The hierarchical regression analysis established that the subscales of the Student Burnout Inventory and the dimensions of the goal orientation could predict the level of the self-esteem, with 50,3% of the explained variability.ConclusionBased on the results, the Hungarian version of the Student Burnout Inventory with 8 items is appropriate for measuring student burnout, and for separating the symptoms of emotional exhaustion, cynism and sense of inadequacy. Based on the Cronbach-alfa indicators, the reliability of two of the sub-scales are only acceptable. Therefore we advise to use the questionnaire as a unidimensional scale. The questionnaire may be suitable for further exploratory research or can be an useful tool for school psychologist as well.

Arab Youth and the Internet

2013 ◽  
pp. 163-178
Author(s):  
Zakieh Ali Al Disi ◽  
Fayez Albadri
Keyword(s):  
Secondary School ◽  
Social Relations ◽  
Secondary School Students ◽  
Internet Use ◽  
The Internet ◽  
School Students ◽  
Learning Improvement ◽  
Patterns Of Use ◽  
Al Ain ◽  
Use Of The Internet

This study investigates the levels and patterns of use of the Internet among secondary school students in Al Ain City, United Arab Emirates, and attempts to assess the levels of parental supervision at home. The prime aim of the study is to determine how widespread the Internet use is among UAE secondary students, and to examine the activities that the students adopt the Internet for. In conclusion, the study explores possible effects that the Internet use may have on the students’ social relations and other activities. A survey was designed and adapted to support the investigation, and a questionnaire was distributed to 100 secondary school students (50 boys and 50 girls) in six secondary schools in Al Ain city. The investigation findings revealed that the majority of the respondents use the Internet for communication and leisure rather than for educational purposes, while some respondents affirmed improved general knowledge and academic performances as a result of using the Internet. Whilst acknowledging the Internet potential positive impact on students’ educational performance, the study recommends that the use of the Internet should be monitored and guided by school authorities and parents, so as to prevent the misuse of this facility and to direct it towards teaching and learning improvement.

scholarly journals Internet Addiction among Secondary School Students in Klang Valley, Malaysia: What is the Association with Depressive Symptoms, Anxiety Symptoms, and SelfEsteem?

2020 ◽  
Vol 17 (2) ◽  
Author(s):  
Abdul Aziz M ◽  
Wan Ismail WS ◽  
Bahar N ◽  
Mahadevan R ◽  
Azhar Shah S
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Internet Addiction ◽  
Secondary School Students ◽  
Self Esteem ◽  
The Internet ◽  
Health Issues ◽  
School Students ◽  
Mental Health Issues ◽  
Klang Valley

Introduction: Internet addiction is becoming a global problem and has been associated with mental health issues such as depression and anxiety. There is a strong need for local research, given the recent rise of mental health issues amongst children and adolescents in Malaysia, as well as lack of research in this field locally. Methods: This study assessed the prevalence of internet addiction, and its association with internetrelated factors, depressive symptoms, anxiety symptoms, and self-esteem, amongst selected secondary school students in the Klang Valley, Malaysia. In a cross-sectional study, 199 adolescents were conveniently chosen from six randomly selected secondary schools within Klang Valley. Subjects completed a demographic questionnaire, as well as Malay versions of the Internet Addiction Test (MVIAT), Children’s Depression Inventory (CDI), Depression Anxiety Stress Scales-21 anxiety subscale (DASS-21) and Rosenberg Self-Esteem Scale (RSES). Multiple logistic regression analysis was carried out. Results: This study found that 49.2% of students were addicted to the internet. Significant factors associated with internet addiction were spending longer hours online during the holidays (OR 1.20, CI 1.01-1.35), easy access to a computer (OR 4.01, CI 1.50 - 10.76), confiding on the internet (OR 4.07, CI 1.49-11.13), severe level of anxiety (OR 3.63, CI 1.04-12.73) and high depression scores (OR 1.10, CI 1.01-1.20). Contrary to previous studies, self-esteem was not found to be significantly associated with internet addiction. Conclusion: This study has important implications in relation to clinical practice, research, and policy-making in Malaysia.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

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