scholarly journals The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents

2019 ◽  
Vol 16 (18) ◽  
pp. 3494 ◽  
Author(s):  
Raúl Baños ◽  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Physical Education ◽  
School Satisfaction ◽  
Educational Systems ◽  
School Students ◽  
Satisfaction Scale ◽  
School Subjects ◽  
Academic Grades

Adolescents’ academic performance and the way it is related to their subjective wellbeing are issues of great interest across educational systems. The purpose of this study was to ascertain how satisfaction with high school subjects can predict school satisfaction and academic performance in Mexican students. The sample consisted of 457 high school students in the Baja California and Nuevo León states in Mexico (247 boys, 210 girls); their mean age being 14.10 (SD = 0.84). We used a questionnaire featuring a subject satisfaction scale, an intrinsic school satisfaction scale, and one related to academic grades. We used descriptive analyses, correlations, and structural regression models. In terms of results, the high satisfaction and academic performance levels in physical education, Spanish and English are worth highlighting. Geography and history are the most relevant predictors of academic grades, while Spanish predicts school satisfaction and physical education predicts boredom. In conclusion, satisfaction with mathematics, Spanish, and English are strong predictors of satisfaction (SATF), and the latter in turn predicts Mexican high school students’ academic performance.

scholarly journals High-School Satisfaction Scale (H-Sat Scale): Evaluation of Contextual Satisfaction in Relation to High-School Students’ Life Satisfaction

2019 ◽  
Vol 9 (12) ◽  
pp. 125 ◽  
Author(s):  
Ernesto Lodi ◽  
Diego Boerchi ◽  
Paola Magnano ◽  
Patrizia Patrizi
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
High School Students ◽  
School Adjustment ◽  
School Satisfaction ◽  
School Students ◽  
Satisfaction Scale ◽  
Future Career ◽  
School Counsellors

Recent literature on positive psychology underlines the crucial role of schools to create a psychologically healthy environment and to set programs and strategies fostering adolescents’ well-being. The aim of the present study is to validate a scale that measures scholastic satisfaction since a scientific evaluation and interventions on school satisfaction can help professionals to support adolescents’ positive development and school adjustment. We adapted the College Satisfaction Scale (CSS) and confirmed the previous five-dimensional structure also in a high school students’ sample (n = 792). The High-school Satisfaction Scale (H-Sat Scale) evaluates five dimensions of school satisfaction: appropriateness of choice (CH), quality of school services (SE), relationships with classmates (RE), effectiveness of study habits (ST) and usefulness for a future career (CA). The questionnaire consists of 20 items; it showed good psychometric features and, consistent with previous literature, confirmed its validity in relation to life satisfaction and quality of life of high school students. Compared with previous scales, the H-Sat evaluates two innovative areas of school satisfaction since it gives a measure of satisfaction in career path (appropriateness of choice and usefulness for future career) could help school counsellors to set interventions in this field.

Social Networking Addiction and Quality of Academic Life among First-Year High School Students in Saudi Arabia: The Mediating Role of Academic Procrastination

2021 ◽  
Vol 9 (4) ◽  
pp. 374-380
Author(s):  
Ayman Gamal Khalifa ◽  
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Networking ◽  
Short Form ◽  
Academic Life ◽  
Academic Procrastination ◽  
School Students ◽  
Satisfaction Scale

Students with high levels of procrastination were unable to organize and achieve their academic goals. A student who procrastinates may face internal consequences such as low academic performance, bad learning habits, and low learning motivation. When he/she is unable to address procrastination, this will hinder his/her academic performance. The study group of the research consists of 258 boys studying in high schools in the Riyadh region in the 2019-2020 academic year. They aged 16-18 years, (M= 17.23,SD= 4.45). Social Media Addiction Scale - Student Form, High-School Satisfaction Scale, and Tuckman's procrastination scale –short form were used for gathering and analyzing data. Quality of academic life correlates negatively with social networking addiction and academic procrastination. On the other hand, social networking addiction was found to be positively correlated with academic procrastination. Regression coefficients of the empirical model show that social networking addiction had a direct negative effect on the quality of academic life (b= -0.49, p<0.001) and a direct positive effect on academic procrastination (b=0.52, p<0.001). Results support previous research showing that social networking addiction negatively impacts academic achievement by creating academic procrastination, reducing sleep quality, and increasing academic stress. Evidence indicates a positive and significant correlation between inappropriate and problematic use of technology and quality of academic life. Procrastination may interrupt the academic performance, as procrastinators are likely to avoid completing the task at Hand until the last moment. They may also be unable to invest the time and effort necessary for performing as they underestimate the amount of time required for completing specific tasks.

How the interpretation of social comparison affects academic performance among high school students

2007 ◽  
Author(s):  
Maike Wehrens ◽  
Bram Buunk ◽  
Miranda Lubbers ◽  
Hans Kuyper ◽  
Greetje van der Werf
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Comparison ◽  
School Students

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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