scholarly journals Análisis de las horas de sueño y su repercusión en el desempeño académico de jóvenes de Bachillerato

2019 ◽  
pp. 1-8
Author(s):  
Leticia Sesento ◽  
Rodolfo Lucio
Keyword(s):  
High School ◽  
Social Networks ◽  
Academic Performance ◽  
High School Students ◽  
Young People ◽  
Intervention Programs ◽  
Quantitative Methodology ◽  
School Students ◽  
Academic Level ◽  
Biological Development

The dream is a vital part of the biological development of all living beings, although, with the current rhythm of young people, social networks, television series, parties, etc., daily sleep hours decrease. The objective of this study is to know sleep disorders and their impact on academic performance in high school students; the subjects surveyed were 112. The quantitative methodology, descriptive cut. The average time that young people usually sleep is 12 pm (58 respondents), 28 young people sleep 8 hours, 69 sleep 6 hours and 15 of them only 4 hours a day. The majority of young people (63) have a regular average of 7 to 8.9, which may have several factors, but associating the surveys those who suffer some type of disorder or a few hours of sleep claim to have average of bad to regular. It is important to carry out intervention programs in the classroom and at the Institution to raise awareness about the importance of sleep both at the health level and at the academic level.

scholarly journals Parental Involvement and Academic Performance of High School Students with Solo Parents in a Catholic School

2020 ◽  
Vol 3 (2) ◽  
pp. 41-42
Author(s):  
Emelito L. Valencia ◽  
Johnny T. Roberto
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Parental Involvement ◽  
Catholic School ◽  
The Philippines ◽  
School Students ◽  
School Year ◽  
Academic Level ◽  
Learning At Home

Parental involvement is the foundation of a child's education that has been recognized to positively impact students' academic outcomes. However, a lack of parents’ support and involvement in the children's education persists in a catholic school in the Philippines. It leads to issues concerning its role in children's academic performance with single parents. Thus, this study describes the extent of involvement of solo parents based on Epstein's framework covering parenting, communicating, volunteering, learning at home, decision-making, and collaborating in relation to their demographics. It also describes the level of academic performance of high school students with solo parents in a catholic school during the School Year 2019 – 2020 as a whole and according to the academic level. It also explores the differences in the extent of involvement and level of the students' academic performance and the relationship between these two variables.  

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.

scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

2017 ◽  
Vol 54 (3) ◽  
pp. 396-411 ◽  
Author(s):  
Felix Donovan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Young People ◽  
Educational Outcomes ◽  
Mixed Methods Research ◽  
School Transitions ◽  
School Students ◽  
Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

Sign in / Sign up

Export Citation Format

Share Document