scholarly journals Digital Issue Movements: Political Repertoires and Drivers of Participation among Belgian Youth in the Context of ‘School Strike for Climate’

2021 ◽  
Vol 13 (17) ◽  
pp. 9892
Author(s):  
Cato Waeterloos ◽  
Peter Conradie ◽  
Michel Walrave ◽  
Koen Ponnet
Keyword(s):  
High School Students ◽  
Political Participation ◽  
Social Networking Sites ◽  
Latent Class ◽  
Multinomial Logistic Regression ◽  
School Students ◽  
Single Issue ◽  
Issue Involvement ◽  
Different Types ◽  
Crucial Part

It often remains unclear how young citizens are combining various forms of political participation, as well as why they choose some over others, especially within a single-issue movement. Moreover, little is known about how social networking sites (SNS) fit into the political repertoires of citizens. Therefore, this study explores youths’ political participation patterns in the context of the 2019 youth-led climate strikes. We rely on data from a paper and pencil survey among 498 high school students in Belgium. To identify different types of activists, the study used latent class analysis (LCA). In addition, a multinomial logistic regression was conducted to assess how identified participation types differ from each other. Four different participation repertoires regarding the climate issue were identified, each distinctive in the way they rely on different forms of political participation. In addition, membership to each of the different classes is associated with a unique set of characteristics (in terms of political efficacies, climate issue involvement, and online expression motives). The article shows how SNS make up a crucial part of youths’ issue-specific participation patterns and sheds light on the mechanisms underlying their participation choices within the climate movement.

Relationship Between Different Types of Violence and Mental Health in High School Students From Northern Mexico

2021 ◽  
pp. 088626052110219
Author(s):  
Oscar Armando Esparza-Del Villar ◽  
Sarah Margarita Chavez-Valdez ◽  
Priscila Montañez-Alvarado ◽  
Marisela Gutiérrez-Vega ◽  
Teresa Gutiérrez-Rosado
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Partner Violence ◽  
Health Indicators ◽  
School Students ◽  
Social Violence ◽  
Different Types ◽  
Relationship Of ◽  
The Relationship

Different types of violence have been present in Mexico but there have been few studies that have analyzed their relationship with mental health in adolescents, especially in cities with high rates of social violence. It is important to compare different violence types and their relationship with mental health since not all relationships are the same. It appears that social violence has a stronger relationship with mental health, and for this reason it receives more attention, but other types of violence have a stronger relationship and do not receive as much attention. Chihuahua has been one of the most violent states in Mexico, and Juarez has been the most violent city in the world in 2009 and 2010. The purpose of the study is to compare the relationship of different types of violence (social, cyberbullying, partner violence, and child abuse and neglect) with mental health indicators (depression, anxiety, stress, self-esteem, and paranoid thoughts). There were 526 high school students, from the cities of Juarez ( n = 282) and Chihuahua ( n = 244). The mean age was 16.5 ( SD = 1.4) years and 50.6% reported being males. The relationships among the variables were analyzed using Pearson’s correlations and multiple linear regressions. Both cities that have experienced social violence like carjacking, kidnapping, and sexual assault, but they have very small or no relationships with mental health indicators. Other types of violence have stronger correlations. Our findings suggest that interventions should not focus only in preventing and dealing with social violence, but that other types of violence must also be addressed in adolescents.

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.

scholarly journals Family Functioning, Emotional Intelligence and Values: Analysis of the Relationship with Aggressive Behavior in Adolescents

2018 ◽  
Author(s):  
María del Carmen Pérez-Fuentes ◽  
María del Mar Molero ◽  
Ana Belén Barragán ◽  
José Jesús Gázquez Linares
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Family Functioning ◽  
Aggressive Behavior ◽  
Adolescent Development ◽  
Negative Relationship ◽  
School Students ◽  
Different Types ◽  
Emotional Intelligence Inventory ◽  
The Relationship

Aggressive behavior in adolescence is influenced by a diversity of individual, family and social variables. The purpose of this study was to analyze the relationship between family functioning, emotional intelligence and values for development of different types of aggression, as well as to establish profiles according to the predictor variables of aggression. To do this, a sample of 317 high school students aged 13 to 18 were administered the Peer Conflict Scale, the Family Functionality Scale, the Brief Emotional Intelligence Inventory for Senior Citizens and the Values for Adolescent Development Scales. The study showed that stress management, positive adolescent development and family functioning predominated in nonaggressive subjects with higher scores than aggressors. There was also a negative relationship between the different types of aggression and emotional intelligence, positive values and family functioning. In addition, two different profiles were found. The first had low scores on all the variables, while the second profile had higher scores on all the variables except family functioning which was higher.

Developing High-School Students´ Competences through Math Research Workshops – the M&L Project

2019 ◽  
pp. 587-592
Author(s):  
Ariana-Stanca Vacaretu
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematics Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Research Workshop ◽  
Different Types ◽  
Math Concepts ◽  
The Way

Mathematics is or it should be about problem solving and math thinking. However, what mathematics students learn in schools is more about procedures for solving different types of math exercises and problems. In many cases, students learn by heart algorithms and words (math concepts) and use them for solving different math tasks. School math is very far from what mathematicians do and, in many cases, doesn’t motivate students for learning math. This paper presents the way we organized the assessment of the students’ skills developed through math research workshops and some of the assessment results. Even though we didn’t assess all the competences the students develop through the math research workshop, the findings show that the students certainly develop their problem-solving skills.

scholarly journals Characterizing profiles of polysubstance use among high school students in Baltimore, Maryland: A latent class analysis

2020 ◽  
Vol 211 ◽  
pp. 108019 ◽  
Author(s):  
Kristin E. Schneider ◽  
Sherri-Chanelle Brighthaupt ◽  
Abigail K. Winiker ◽  
Renee M. Johnson ◽  
Rashelle J. Musci ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Latent Class Analysis ◽  
Latent Class ◽  
Class Analysis ◽  
School Students ◽  
Polysubstance Use

Are Drug Education Programs Effective?

1975 ◽  
Vol 5 (4) ◽  
pp. 301-316 ◽  
Author(s):  
Charles M. Barresi ◽  
Richard J. Gigliotti
Keyword(s):  
High School ◽  
High School Students ◽  
Field Experiment ◽  
Latent Class ◽  
Control Group ◽  
Drug Education ◽  
Education Programs ◽  
School Students ◽  
Treatment Groups ◽  
Change Effect

The effects of expert speakers in producing change in drug attitudes, opinions and knowledge of high school students were evaluated with a quasi-field experiment. Three different treatment groups (expertise areas) and a control group were employed. The results indicate that such programs have no change effect. Additional analysis explored change by student type, using the latent class analysis suggested by Lazarsfeld. There is evidence that one class type is susceptible to change, but that the change is minimal given this type of program.

Facebook Use as Mechanism in Understanding Emotion and Self-regulation

2013 ◽  
Vol 14 (1) ◽  
Author(s):  
Joel T. Aclao ◽  
Joey A. Cabrera ◽  
Ell June S. Abucay ◽  
Cleo Wendell Jade Z. Colegado
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Social Networking Sites ◽  
School Administrators ◽  
Self Regulation ◽  
Correlational Study ◽  
Positive Contribution ◽  
School Students ◽  
Facebook Use ◽  
Level Of Understanding

Schools and school administrators regulate the use of social networking sites especially Facebook in the campus as they consider it unfavorable to students’ academic life. This study looked into the positive contribution of Facebook to students’ life. It correlated students’ frequency of Facebook use and their level of emotion regulation. This descriptive-correlational study utilized Emotion Regulation Questionnaire to collect data from the 130 student-respondents. The study revealed that the Misamis University High School students used Facebook for 1-2 hours a day on average. As the students increase their frequency of Facebook use, their level of understanding and regulating their emotion get better. The study reconsiders revision of the school policy on Facebook use in the campus and integration of the same in instructional practices. Keywords – Educational Psychology, Facebook Use, Understanding Emotion, Self-regulation, Descriptive-Correlational Study, Philippines

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