scholarly journals The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students’ Growth in Math Achievement

2018 ◽  
Vol 9 ◽  
Author(s):  
Danhui Zhang ◽  
Yiran Cui ◽  
Yuan Zhou ◽  
Mengfei Cai ◽  
Hongyun Liu
Keyword(s):  
High School ◽  
High School Students ◽  
Math Achievement ◽  
Self Concept ◽  
School Students ◽  
School Adaptation ◽  
Chinese High School Students

scholarly journals MEDIASI KONSEP DIRI AKADEMIK DALAM PERAN REGULASI DIRI BELAJAR TERHADAP KOMITMEN KEPADA PILIHAN KARIR SISWA SMA

2019 ◽  
Vol 2 (2) ◽  
pp. 67-83
Author(s):  
Kuny Z Mardhiyah ◽  
Wahyu Indianti
Keyword(s):  
High School ◽  
High School Students ◽  
Career Choice ◽  
Career Choices ◽  
Self Regulation ◽  
Self Concept ◽  
School Students ◽  
Vocational Exploration ◽  
Measuring Tool

AbstractThis study aimed to determine the role of academic self-concept in mediating the relationship between self-regulation learning and commitment to career choice in high school students. This research focuses on the dimensions of vocational exploration and commitment, namely openness to explore career choices before committing to a particular career choice. This research uses quantitative approach with 315 students of high school students of X-XI class. Measurement of commitment to career choice is done by measuring tool Commitment to Career Choices Scale sub scale vocational exploraton and commitment. Measurement of self-regulation in learning using Motivated Strategies and Learning Questionnaire, while the academic self-concept was measured using the Academic Self Concept for Adolescents Scale. The result shows that self regulation in learning affects commitment to career choice through academic self concept. The self-regulated skills in applied learning consistently will shape the positive academic self-concept and impact on the increased commitment to career choice among high school students.AbstrakPenelitian ini bertujuan untuk mengetahui peran konsep diri akademik dalam memediasi hubungan antara regulasi diri dalam belajar dan komitmen terhadap pilihan karier pada siswa SMA. Penelitian ini memfokuskan pada salah satu dimensi dari komitmen terhadap pilihan karier, yaitu dimensi vocational exploration and commitment (VEC). Penelitian ini meng­gunakan pendekatan kuantitatif dengan partisipan penelitian berjumlah 315 orang siswa SMA kelas X-XI.  Pengukuran komitmen terhadap pilihan karier dilakukan dengan alat ukur Commitment to Career Choices Scale sub skala vocational exploration and commitment. Pengukuran regulasi diri dalam belajar menggunakan Motivated Strategies and Learning Questionnaire, sedangkan konsep diri akademik diukur dengan menggunakan Academic Self Concept for Adolescents Scale. Hasil penelitian menunjukkan bahwa regulasi diri dalam belajar memengaruhi komitmen terhadap pilihan karier melalui konsep diri akademik. Keterampilan regulasi diri dalam belajar yang diterapkan dengan konsisten akan membentuk konsep diri akademik yang positif dan berdampak pada meningkatnya komitmen terhadap pilihan karier dimensi vocational exploration and commitment pada siswa SMA.

scholarly journals The Mediating Role of Mathematics Self-Concept in the Association of Self-esteem and Classroom Environment Perceptions with Math Anxiety in Students

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Maasomeh Naderi Dehsheykh ◽  
Fariba Hafezi ◽  
Zahra Dasht Bozorgi
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Math Anxiety ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Mediating Role ◽  
Female High School

Background: Math anxiety (MA) emerges as a state of discomfort and anxiety when a student is faced with a math problem. Objectives: The present study aimed to investigate the association between self-esteem and classroom environment perceptions with math anxiety through the mediating role of mathematics self-concept (MSC) in female high school students. Methods: This descriptive-correlational study was conducted on all the female high school students in Ahvaz, Iran in the academic year 2020 - 2021. In total, 237 students were selected as the sample population via single-stage cluster sampling. Data were collected using the Math Anxiety questionnaire (MAQ), Self-Esteem questionnaire (SEQ), Dundee Ready Educational Environment measure (DREEM), and Mathematical Self-Concept questionnaire (MSCQ). The proposed research model was evaluated using structural equation modeling. Results: With the exception of self-esteem and classroom environment perceptions (CEPs), all the direct paths were significantly correlated with MA (P = 0.001). Moreover, the indirect paths of self-esteem were significantly correlated with MA considering the mediating role of MSC (β = -0.240; P = 0.002). Furthermore, a significant association was observed between CEP and MA, mediated by MSC (β = -0.129; P = 0.001). Conclusions: According to the results, the proposed model had a good fit and could be an important step in identifying the influential factors in the MA of students.

Competence-Affect Separation on the Math and Verbal Scales of the Self-Description Questionnaire II in Chinese Sample

2017 ◽  
Vol 37 (1) ◽  
pp. 119-124
Author(s):  
K. C. Leung
Keyword(s):  
High School ◽  
High School Students ◽  
Western Culture ◽  
Strong Support ◽  
The Self ◽  
Chinese Version ◽  
Self Concept ◽  
School Students ◽  
Chinese Sample ◽  
Chinese High School Students

Current research has shown that there is a separation of the competence and affect components of academic self-concept on the Self-Description Questionnaire (SDQ) II in Western culture. However, no studies have investigated the competence-affect separation for the Math and Verbal scales of the SDQ II in Chinese samples. The present study examines such separation in a sample of 480 Chinese high school students and provides strong support for the competence-affect separation on the Math and Verbal scales of the Chinese version of the SDQ II. Implications are discussed.

scholarly journals ROLE OF SELF CONCEPT, EMOTIONAL REGULATION, EMPATHY IN PREDICTING FORGIVENESS IN TEENS OF JUNIOR HIGH SCHOOL STUDENTS IN SURABAYA

2019 ◽  
Vol 7 (3) ◽  
pp. 138-144
Author(s):  
Wiwik Juwarini Prihastiwi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Emotional Regulation ◽  
Junior High ◽  
Junior High School Students ◽  
Self Concept ◽  
School Students ◽  
Significance Level

Purpose of Study: This research aimed to determine variables which are between self-concept, emotional regulation and empathy are the strongest predictors of forgiveness. The subjects were the teenagers in the 2nd grade of junior high school in Surabaya of Indonesia. The subjects were 111 people that consist of 60 boys and 51 girls. Methodology: The research design was quantitative which correlated between self-concept, emotional regulation, empathy, and forgiveness. Data analysis was multiple regressions. Results: The result of the test showed that there was a very significant positive correlation empathy, emotional regulation with forgiveness (significance level p <.05). On the contrary, there was no significant correlation self-concept with forgiveness. All predictors, self-concept, emotional regulation and empathy contributed 31.4% on forgiveness. The result also obtained that emotional regulation that was a stronger predictor of forgiveness (74.1%) compared to empathy (16.1%) and then there were no differences of emotional regulation and forgiveness based on gender, but girls are higher in empathy than boys. Implications/Applications: The results showed that it gave the contribution to the therapy of forgiveness teenagers.

scholarly journals Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

2021 ◽  
Author(s):  
Thu Ngo ◽  
Len Unsworth ◽  
Michele Herrington
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Symbolic Representations ◽  
Different Types ◽  
Cell Components ◽  
Diagram Comprehension ◽  
Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

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