scholarly journals Evaluation of Daytime Sleepness in Students from High School Number 16 and 22 from Guadalajara University During the Month of October 2019 using The Pediatric Daytime Sleepiness Scale (PDSS)

2019 ◽  
Vol 4 (6) ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Daytime Sleepiness ◽  
Daily Basis ◽  
Male Students ◽  
First Year ◽  
Quality Of Sleep ◽  
School Students ◽  
The University

The purpose is to allow us to observe and evaluate the sleep quality and presence of sleep deprivation in high school students from the 16th and 22nd establishment under the University of Guadalajara with the objective of allowing us to observe if there is a relationship between their schoolwork activies, daily basis day to day, bodyweight and mood with the presence of sleeping during daytime using the pediatric daytime sleepiness scale. Methods: This is an observational, retropesctive, logitudinal and descriptive study with PubMed and NCBI Articles as variables. Findings: We will evaluate with sleepiness daytime scale the quality of sleep in 100 students. Conclusion: During this research 100 students comprised of 61 female and 39 male students all in freashmen or first year of high school were evaluated. All of them between ages 14 to 17 years of old.

Excessive Daytime Sleepiness and Quality of Sleep in Korean Middle and High School Students

2005 ◽  
Vol 2 (2) ◽  
pp. 34-40 ◽  
Author(s):  
Ju Hwa Lee ◽  
Yong Won Cho ◽  
Sung Il Sohn ◽  
Hyung Lee ◽  
Jeong Geun Lim ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Excessive Daytime Sleepiness ◽  
Daytime Sleepiness ◽  
Quality Of Sleep ◽  
School Students

scholarly journals The Motivation of High School Students by Achievement Goals

Psico-USF ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 353-366
Author(s):  
Marcelo Simões Mendes
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Goals ◽  
School Students ◽  
Paulo State ◽  
The University ◽  
Avoidance Goal ◽  
Quality Of Motivation ◽  
Mastery Approach

Abstract The present study aimed to identify, describe and analyze the achievement goals of 207 high school students in a city in São Paulo state. The instruments were the Characterization Questionnaire and Achievement Goals Questionnaire. The results indicate a major tendency to adopt the mastery-approach goal, where the student engages the activity with the purpose of developing their skills. The second more adopted goal was performance-avoidance goal, in which students tend to want to show their skills to others not to appear incompetent for them. These results above may be related to a great intension of students in completing the high school and enter the University, results also found in this study. Comprehend Achievement Goals can contribute to understanding the quality of motivation that the students apply in their activities.

scholarly journals Investigating high school students’ test anxiety levels in terms of various variablesLise öğrencilerinin sınav kaygı düzeylerinin çeşitli değişkenler açısından incelenmesi

2018 ◽  
Vol 14 (4) ◽  
pp. 4884
Author(s):  
Ümüt Arslan ◽  
Burcu Aksekioğlu
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Personal Information ◽  
Male Students ◽  
School Students ◽  
Entrance Exam ◽  
Descriptive Research ◽  
Anxiety Levels ◽  
The University

The objective of this study is to examine the test anxiety levels of the high school students in terms of various variables. The study was conducted in a screening model from descriptive research methods. The data is collected from 734 students, who are in the 11th grade of five different high schools in 2016-2017 education year in İstanbul province. The research data was collected by the "Test Anxiety Inventory" developed by Spielberg and adapted by Öner and "Personal Information Form" developed by the researchers. Initially, data was tested whether the assumptions are met or not during the analysis. Then, one-way analysis of variance (ANOVA), independent t-test, and Mann-Whitney U test were used to analyze the anxiety levels of the students according to various variables. Results shows that there were statistically significant differences in the test anxieties of the students according to the sex; the female students were more worried in both the affective and delusional sub-dimensions of the inventory than the male students. It was also found that students who are satisfied with their classes or schools have lower levels of anxiety than others. In addition, students who felt self-anxious about the university entrance exam had higher anxiety levels compared to other students, and students, who believed that they would be successful had lower level of anxiety than others.  Lastly, according to results, number of siblings, siblings, private tutoring, and having a separate room to study did not affect the test anxiety level of students.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışmanın amacı, lise öğrencilerinin sınav kaygı düzeylerini etkileyen değişkenleri incelemektir. Çalışma, betimsel araştırma yöntemlerinden tarama modelinde yürütülmüştür. Araştırmanın çalışma grubunu, İstanbul ilinde 2016-2017 eğitim-öğretim yılında 5 lisenin 11. sınıfına devam eden toplam 734 öğrenci oluşturmaktadır. Araştırma verileri Spielberg tarafından geliştirilen ve uyarlama çalışması Öner tarafından yapılan “Sınav Kaygısı Envanteri” ve araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu” ile toplanmıştır. Verilerin analizi aşamasında öncelikle varsayımların karşılanıp karşılanmadığı test edilmiştir. Ardından öğrencilerin sınav kaygı düzeylerinin çeşitli değişkenlere göre anlamlı bir farklılık gösterip göstermediği tek yönlü varyans analizi (ANOVA), bağımsız gruplar t-testi ve Mann-Whitney U testi ile analiz edilmiştir. Araştırma sonucunda öğrencilerin sınav kaygılarında cinsiyete göre anlamlı farklılıklar bulunmuş, kız öğrencilerin erkek öğrencilere göre envanterin hem duyuşsal hem de kuruntu alt boyutunda daha kaygılı oldukları tespit edilmiştir. Elde edilen sonuçlara göre sınıflarından veya okullarından memnun olan öğrencilerin kaygı düzeyleri diğerlerine göre daha düşük çıkmıştır. Bunun yanında geçmişte sınav kaygısı hissettiğini belirtenlerle, üniversite giriş sınavına ilişkin kendini kaygılı hissedenlerin sınav kaygı düzeyleri diğer öğrencilerden daha yüksek çıkarken, başarılı olacakları konusunda kendine inanan öğrencilerin kaygı puanlarının ise daha düşük olduğu bulunmuştur. Ayrıca kardeş sayısı, kardeş sırası, özel ders alma durumu ve ders çalışmak için ayrı odaya sahip olma durumunun sınav kaygısına etkisinin olmadığı tespit edilmiştir.

scholarly journals Evaluation of problematic use of mobile phones and quality of sleep among high school students

2015 ◽  
Vol 12 (1) ◽  
pp. 226 ◽  
Author(s):  
Fatih Öz ◽  
Didem Arslantaş ◽  
Necati Buğrul ◽  
Tuğçe Koyuncu ◽  
Alaettin Ünsal
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Phones ◽  
Quality Of Sleep ◽  
School Students ◽  
Problematic Use

Notes: The Validity of the SAT at the University of Hawaii: A Riddle Wrapped in an Enigma

1993 ◽  
Vol 15 (1) ◽  
pp. 91-98
Author(s):  
Howard Wainer ◽  
Thomas Saka ◽  
John R. Donoghue
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Schools ◽  
Complete Solution ◽  
National Average ◽  
First Year ◽  
School Students ◽  
Sat Scores ◽  
The University

Hawaii is unique in a variety of ways. One of these is the unusual ethnic mixture that makes up its population; under traditional definitions 76% of its population is “minority” and 24% is “White.” The performance of those of its high school students who go on to the University of Hawaii-Manoa on the SAT-Verbal is higher than the national mean, and on the SAT-Mathematical it is much higher. However, the correlation of SAT scores with first year grades has decreased to almost zero since 1982 among Hawaiian students (although among mainland students at UH it is the same as the national average). In this article we provide the facts for a mystery regarding the low and decreasing validity of the SAT at the University of Hawaii among students from Hawaiian secondary schools. Moreover, while we are unable to provide a complete solution, we do eliminate one onerous suspect and provide an evocative hint.

scholarly journals Social Intelligence and Valuable Orientations of First-Year Students of the University

2020 ◽  
Vol 9 (3) ◽  
pp. 1880-1883
Keyword(s):  
High School ◽  
High School Students ◽  
Social Intelligence ◽  
Psychological Adaptation ◽  
Value Orientations ◽  
First Year ◽  
School Students ◽  
First Year Students ◽  
Professional Self ◽  
The University

The authors turn to the consideration of the issue of social intelligence and value orientations of high school students. Speaking about the relevance of the study, the authors indicate that social intelligence and the value orientations provide students with psychological adaptation to new socio-economic conditions and education systems, and participate in the formation of professional self-determination. Considering social intelligence, the authors turn to the interpretation of this concept by researchers E.L. Thorndike, F. Moss and T. Hunt, G. Olport. When considering the concept of “value orientations”, the authors turn to history and give its definition, based on the study of psychological and pedagogical literature. In order to study the social intelligence and value orientations of high school students, the authors conducted an experiment, which is based on a test for the study of social intelligence by J. Guildford and M. O’Sullivan. The students' value orientations were evaluated according to three universal factors: grades (values), strengths (potency) and activity, developed by C. Osgood.

scholarly journals The Demand for Private Tutoring in Turkey: An Analysis of Private Tutoring Participation and Spending

2021 ◽  
Vol 10 (3) ◽  
pp. 96
Author(s):  
Mustafa Özdere
Keyword(s):  
High School ◽  
High School Students ◽  
High Stakes Testing ◽  
Private Tutoring ◽  
Male Students ◽  
Survey Study ◽  
Spring Semester ◽  
School Students ◽  
High Stakes ◽  
The University

This article explores the process, reasons, and determinants of private tutoring as perceived by the high school students in Şanlıurfa, Turkey. This is a survey study and the quantitative data for the study was collected with a questionnaire from 1329 high school students during the spring semester in 2019. According to the findings, almost half of the participants reported having received private tutoring at private teaching institutions in the last year. The most popular subjects for private tutoring were math, science, and Turkish. Exam-focused learning, poor classroom teaching were reported as the most important reasons behind receiving private tutoring. The individuals who referred most of the participants to private tutoring were the parents. Besides, it was determined that as age, grade, father and mother’s education level, level of income, and parents’ belief in the need for education increases, the likelihood of receiving private tutoring increases; as satisfaction level with the school decreases, students are more likely to participate in private tutoring. Also, it was found out that female students spent on private tutoring more than male students. It is concluded that the demand for private tutoring in Turkey is high, and this may be due to the university entrance system based on high-stakes testing.

College for All Latinos? The Role of High School Messages in Facing College Challenges

2015 ◽  
Vol 117 (3) ◽  
pp. 1-50 ◽  
Author(s):  
Guadalupe F. Martinez ◽  
Regina Deil-Amen
Keyword(s):  
High School ◽  
High School Students ◽  
Latino Students ◽  
Transition Process ◽  
First Year ◽  
School Students ◽  
School Contexts ◽  
College Going ◽  
The University ◽  
Curriculum Placement

Background Differences exist between high schools in their commitment to and efforts toward guiding and aiding students in their postsecondary pathways; however, little is known about how the curricular experiences of high school students, and the related messages they receive, shape their sense of university readiness and postenrollment persistence behaviors and decisions. Although Latino students have struggled to succeed in college, few qualitative studies elaborated their experiences as they transition into universities. This is problematic given that Latino students are not a uniform group and often originate from differing high school contexts. The messages Latino students interpret about college-going while in high school can have bearing on their subjective framings of the challenges they later face that could threaten their university persistence. Purpose We explore how Latino students originating from various high school types experience the university transition process and their first year at a four-year university. We focus on the extent to which Latino students of different socioeconomic status (SES) levels and curriculum placement report the presence of either “college-for-all” or gatekeeping norms at their high school to understand the influence of such norms on their university persistence. Lori Diane Hill's “college-linking” approaches also serve as a framework for the influence of high school contexts in promoting certain norms for these Latino students. Research Design This two-part qualitative study includes 131 Latino students attending a broad access university. Data were analyzed from essays and two sets of semistructured interviews. First, we describe how these messages shape their perspectives regarding their university aspirations. Second, we examine how their self-assessment transforms during their first year of university study and its relevance to their persistence decisions and behaviors. Results Findings indicate that students were differentially exposed to a college-for-all or gate-keeping ideology based on their high school SES and curriculum placement. Once at the university, students reflected on these past high school messages, reinterpreting and applying them to their first-year university experience. Generally, students exposed to college-for-all messages described feeling deceived about their readiness, whereas those exposed to gatekeeping felt inadequate and doubted their ability to persist through first-year challenges. Conclusions Recommendations consider the implications that college-linking and high school messages may have on persistence decisions. We reconceptualize notions of university readiness by infusing new subjective components not addressed in prior research.

Sign in / Sign up

Export Citation Format

Share Document