Experiences of Turkish Cypriot, Kurdish and Turkish Youth in Creating Transnational Social Spaces  in London Schools

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

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Online “iDentity” Formation and the High School Theatre Trip

McGill Journal of Education ◽

10.7202/1038602ar ◽

2017 ◽

Vol 51 (2) ◽

pp. 771-786

Author(s):

John M. Richardson

Keyword(s):

Secondary School ◽

Identity Formation ◽

Secondary School Students ◽

Qualitative Case Study ◽

School Experiences ◽

Online Identity ◽

School Students ◽

Digital Revolution ◽

One Year

Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.

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Islamic Self-Identity Formation Through Language Learning: A Study of Religious Secondary School Students in Malaysia

English Language and Literature Studies ◽

10.5539/ells.v11n1p38 ◽

2021 ◽

Vol 11 (1) ◽

pp. 38

Author(s):

Mohd Nazri Latiff Azmi ◽

Isyaku Hassan ◽

Engku Muhammad Tajuddin Engku Ali ◽

Ahmad Taufik Hidayah Abdullah ◽

Mohd Hazli bin YahaAlias ◽

...

Keyword(s):

Secondary School ◽

Language Learning ◽

Identity Formation ◽

School Environment ◽

Secondary School Students ◽

English Language ◽

Sampling Technique ◽

English Language Learning ◽

School Students ◽

Self Identity

Self-identity formation becomes increasingly challenging for students as they are exposed to different norms in the school environment. Education, language, and religion are crucial in the process of self-identity formation. Therefore, this study aims to explore how English language learning and the school environment influence Islamic self-identity formation among students in selected religious secondary schools in Terengganu, Malaysia. The study employed a qualitative approach in which 90 religious secondary school students in the State of Terengganu were selected using a purposive sampling technique. Focus group interviews were used as a data-gathering instrument. The students were divided across different sessions to ease the process of data collection. The data were transcribed and analyzed using inductive thematic analysis. The study found that English language learning does not influence the students’ Islamic self-identity formation negatively. Instead, certain morals such as respect, self-esteem, and cooperation, are instilled in the students’ self-identity. This study provides evidence on the students’ ability to construct Islamic self-identity despite the challenges of second language learning.

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KENAKALAN REMAJA AWAL DI LINGKUNGAN SEKOLAH DITINJAU DARI KETIDAKHADIRAN ORANG TUA KARENA MERANTAU

Jurnal Litbang Media Informasi Penelitian Pengembangan dan IPTEK ◽

10.33658/jl.v11i2.70 ◽

2015 ◽

Vol 11 (2) ◽

pp. 143-150

Author(s):

Siti Qorrotu Aini

Keyword(s):

Substance Abuse ◽

Secondary School ◽

Adolescent Development ◽

Behavioral Problems ◽

School Environment ◽

Early Adolescent ◽

School Age ◽

Hormonal Changes ◽

Adolescent Delinquency ◽

School Life

ENGLISHEarly adolescent phase that coincided with the beginning of secondary school age have characteristics that emotionally still volatile because of the influence of hormonal changes in adolescents. This forms a distinctive characteristic in early adolescence which includes aspects social behavior, moral, religious, affective, cognitive and personality. The reviewed purpose is to explain the potential of early adolescent delinquency in the school environment on students whose parents migrated for temporary. Adolescent phase needs nurturing, guidance, direction and supervision. The parents roles is needed for the success of adolescent development. Adolescent who left by their parents for temporal migration have psychosocial youth impact in their school life. Adolescent beside studied academicly also required to comply with the applicable rules at school. Adolescent who are left for temporal migration and have psychosocial problem, forms of delinquency includes substance abuse such as alcohol, behavioral problems includes coming late, ditching, not doing homework, words are rude, alcohol, viewing pornography, fighting, courting school environment, write inappropriate words on the walls of the bathroom and indications brawl. INDONESIAFase remaja awal yang bertepatan dengan usia sekolah menengah memiliki karakteristik yang secara emosional masih bergejolak karena pengaruh perubahan hormonal dalam diri remaja. Hal ini membentuk karakteristik yang khas pada masa remaja awal yang meliputi aspek perilaku sosial, moral, religi, afeksi, kognitif dan kepribadian. Tujuan penulisan untuk menjelaskan potensi kenakalan remaja awal di lingkungan sekolah pada siswa yang orang tuanya merantau. Fase remaja membutuhkan pengasuhan, bimbingan, arahan dan pengawasan. Peran orang tua sangat dibutuhkan untuk keberhasilan perkembangan anak remaja. Remaja yang ditinggal orang tuanya merantau memiliki dampak psikososial remaja dalam kehidupannya bersekolah. Remaja, selain belajar secara akademis juga dituntut untuk mematuhi aturan yang berlaku disekolah. Remaja yang ditinggal merantau dan memiliki masalah psikosial, bentuk-bentuk kenakalannya meliputi penyalahgunaan zat berupa minuman keras, masalah perilaku meliputi terlambat, membolos, tidak mengerjakan tugas/PR, perkataan yang kasar, minuman keras, melihat pornografi, berkelahi, pacaran dilingkungan sekolah, menulis kata-kata tidak pantas di tembok kamar mandi dan indikasi tawuran.

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A IMPORTÂNCIA DA FAMÍLIA JUNTO À ESCOLA NO APRENDIZADO FORMAL DAS CRIANÇAS

Colloquium Humanarum ◽

10.5747/ch.2015.v12.n3.h225 ◽

2015 ◽

Vol 12 (3) ◽

pp. 123-133 ◽

Cited By ~ 1

Author(s):

Josiane Ap de Araújo Firman ◽

Sylvia Caroline Russi Santana ◽

Marcos Lupércio Ramos

Keyword(s):

Social Development ◽

School Performance ◽

School Environment ◽

Family Intervention ◽

School Life ◽

Good School ◽

The Family ◽

Teaching Learning

The present study aimed to analyze the role of the family in regard to the learning of children in the school environment to occur in their physical, cognitive and social development. It is also intended to analyze and point out the benefits of family intervention in the education of their children and the preposition of some actions to strengthen this relationship and after contribute to the integral formation of children. Through this research can be seen that the family-union school becomes essential for the proper development of the child in their school life and generates enrichment in the teaching learning since both have the same goal, for it is through good school performance of children that favors the acquisition of knowledge that provide skills and skills for citizenship

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Cyberbullying at School

Advances in Early Childhood and K-12 Education - Cyberbullying and the Critical Importance of Educational Resources for Prevention and Intervention ◽

10.4018/978-1-5225-8076-8.ch009 ◽

2019 ◽

pp. 267-292

Author(s):

Joanna Lizut

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

School Environment ◽

School Experiences ◽

School Bullying ◽

School Life ◽

High Expectations ◽

Strong Link ◽

School Activities ◽

Negative Perceptions

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

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Moving to Secondary School: On the Role of Affective Expectations in a Tracking School System

European Educational Research Journal ◽

10.2304/eerj.2009.8.3.434 ◽

2009 ◽

Vol 8 (3) ◽

pp. 434-446 ◽

Cited By ~ 8

Author(s):

Stefanie Van Ophuysen

Keyword(s):

Secondary School ◽

School System ◽

Self Concept ◽

School Type ◽

School Life ◽

New School ◽

German Children ◽

One Year ◽

End Of Grade

Transition to secondary school implies basic changes in social, instructional and organisational aspects of school life which afford the pupils' adjustment. As transition takes place at a predictable point in time, children develop expectations about the start at their new school. In order to analyse predictors and consequences of these expectations 870 German children filled in a questionnaire assessing transition expectations, grades in mathematics and language, academic self-concept, and school dislike. Achievement tests were administered, too. Data were collected at the end of grade four at primary school and one year later at secondary school. Regression and communality analyses revealed that emotional school-related variables are more predictive for expectations than measures of achievement. On the other hand, the influence of expectations on the adjustment at secondary school is only of low importance in comparison to school type-effects.

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