scholarly journals OBSTACLES PREVENTING HIGH ACHIEVERS FROM LOW SOCIOECONOMIC BACKGROUNDS TO ENTER UNIVERSITIES: A REVIEW

2021 ◽  
Vol 6 (42) ◽  
pp. 133-144
Author(s):  
Yen Yun Chieng ◽  
Muhammad Asyraf Che Amat ◽  
Zeinab Zaremohzzabieh
Keyword(s):  
High Achievers ◽  
Educational Goals ◽  
Equitable Access ◽  
Negative Attitudes ◽  
Low Socioeconomic ◽  
Financial Factor ◽  
High Achieving Students ◽  
Low Expectations ◽  
First In Family ◽  
Style Factor

All students, regardless of socioeconomic status, deserve equitable access to universities. However, many high-achieving students are excluded from this privilege, most of whom come disproportionately from families on the lower rungs of the socioeconomic ladder. This study aims to identify the barriers that influence high achievers from disadvantaged socioeconomic backgrounds to pursue higher education. A total of ten relevant articles from prominent publication databases were chosen for this review. The results show that the majority of researchers believe that parents' negative attitudes, parents' low expectations, first-in-family, vogue career identity, financial factor, and thinking style factor are the primary impediments to high achievers from disadvantaged socioeconomic backgrounds attending university. The results also enable university career counsellors to assist high achievers from disadvantaged socioeconomic backgrounds to overcome any obstacles to effectively join universities and fulfil their educational goals.

GPs' views on how low socioeconomic position affects diabetes management: an exploratory study

2004 ◽  
Vol 10 (3) ◽  
pp. 120 ◽  
Author(s):  
Vanessa Rose ◽  
Mark Harris ◽  
Maria Theresa Ho
Keyword(s):  
Socioeconomic Position ◽  
Diabetes Management ◽  
Financial Incentive ◽  
Educational Materials ◽  
Negative Attitudes ◽  
Low Socioeconomic ◽  
Low Health Literacy ◽  
Patient Barriers

Little is known about general practitioners? (GP) capacity to effectively manage diabetes among patients of low socioeconomic position (SEP), despite the high burden of type 2 diabetes in this group. Nine GPs involved in a diabetes program and practising in an area of socioeconomic disadvantage participated in a focus group on low-SEP patient barriers to diabetes management, GP problems in managing diabetes among this group, and strategies for improving diabetes management with low-SEP patients. GPs perceived that low health literacy, poverty and psychosocial issues, and negative attitudes towards health were barriers to diabetes management among low-SEP patients. Difficulties in providing care to low-SEP patients were related to the availability of allied health services and GP perceptions of increased stress in providing care to this group. Suggestions for improvements in diabetes management were focussed on providing educational materials to low-SEP patients that matched literacy levels, and initiating patient financial incentive schemes to assist diabetes management and attendance at follow-up consultations.

scholarly journals Less human, more to blame: Animalizing poor people increases blame and decreases support for wealth redistribution

2019 ◽  
Vol 23 (4) ◽  
pp. 546-559 ◽  
Author(s):  
Mario Sainz ◽  
Rocío Martínez ◽  
Robbie M. Sutton ◽  
Rosa Rodríguez-Bailón ◽  
Miguel Moya
Keyword(s):  
Socioeconomic Status ◽  
Human Nature ◽  
Low Socioeconomic Status ◽  
Poor People ◽  
Low Ses ◽  
Negative Attitudes ◽  
Low Socioeconomic ◽  
Mediation Analyses ◽  
Wealth Redistribution ◽  
Human Uniqueness

Increasing economic inequality adversely affects groups with low socioeconomic status (low-SES). However, many people are opposed to wealth redistribution policies. In this context, we examined whether dehumanization of low-SES groups has a role in this opposition. In the first study ( N = 303), opposition to wealth redistribution was related to denying human uniqueness (e.g., intelligence and rationality) and having negative attitudes toward low-SES groups, more than denying human nature (e.g., emotionality and capacity to suffer) to low-SES groups. Mediation analyses indicated that this effect occurred via blaming low-SES groups for their plight, after controlling for participants’ SES and negative attitudes towards low-SES groups. In the second study ( N = 220), manipulating the human uniqueness of a fictitious low-SES group affected support for wealth redistribution measures through blame. These results indicate that animalizing low-SES groups reduces support for wealth redistribution via blaming low-SES groups for their situation.

scholarly journals ATTITUDE OF TET AMONG B.ED. STUDENT-TEACHERS

2016 ◽  
Vol 4 (5SE) ◽  
pp. 18-21
Author(s):  
A. Daisy Christina
Keyword(s):  
Student Teachers ◽  
Central Government ◽  
Survey Method ◽  
Entrance Examination ◽  
Educational Goals ◽  
State Governments ◽  
Government Schools ◽  
Negative Attitudes ◽  
Primary Level ◽  
Class 1

Teacher Eligibility Test is an Indian entrance examination for teachers. The test is mandatory for getting teaching jobs in government schools from Class 1 to Class 8.  Paper 1 is meant for teachers opting for Class 1 to Class 5 and Paper 2 for Class 6 to Class 8. It is conducted by both Central government and State governments in India. Most states conduct their own TET. The present study focused on the positive and negative attitudes towards TET examination. For this purpose, this research was conducted with 500 student teachers in survey method. A self-made tool consists of 27 items. The findings of this study brought into light some vital reasons behind the attitudes exhibited by the teachers regarding TET, was mainly due to the importance of TET, its necessity, and the problems faced by the teachers while attending TET. On the basis of the findings it is suggested that, as the test is mandatory for getting teaching jobs in government schools, all the opportunities, resources and facilities should be given to the student teachers during their B.Ed. course for their professional development and to fulfill and achieve educational goals. It is necessary to ensure teachers with the essential aptitude and ability to meet the challenges of teaching at the primary and upper primary level.

High Achieving Students and Moral Judgment

1993 ◽  
Vol 16 (3) ◽  
pp. 268-279 ◽  
Author(s):  
Darcia Narváez
Keyword(s):  
Moral Judgment ◽  
High Achievers ◽  
Alternative View ◽  
General Factor ◽  
Domain Specific ◽  
High Achieving Students ◽  
High Achieving ◽  
Relationship Of ◽  
The Relationship ◽  
Reporting Data

Research exploring the relationship of intellectual aptitude to moral judgment has indicated that, as a group, those with a high intellectual aptitude score significantly above their age peers on measures of moral judgment. These data support the contention that intelligence is a “general factor” that cuts across domains. Some theorists have advocated an alternative view, that intelligence is domain specific. In looking at high achievers, the current study offers support for both views by reporting data that indicate a dependence of moral judgment precocity upon high intellectual achievement. As a group, the high achieving students scored higher on the Defining Issues Test's Principled score. However, there was a wide variation in scores among the high achievers, indicating that apparent intellectual aptitude was not enough for high scores in moral judgment. This variance, along with the fact that no low achiever received an unusually high score, supports the “independent domains” hypothesis of intelligence.

scholarly journals Excessive Boredom Among Adolescents: A Comparison Between Low and High Achievers

2020 ◽  
Author(s):  
Manuel M. Schwartze ◽  
Anne C. Frenzel ◽  
Thomas Goetz ◽  
Anton Karl Georg Marx ◽  
Corinna Reck ◽  
...  
Keyword(s):  
Personality Traits ◽  
Self Report ◽  
High Achievers ◽  
Personality Profiles ◽  
Achievement Level ◽  
School Students ◽  
Expressive Suppression ◽  
Social And Emotional ◽  
High Achieving Students ◽  
High Achieving

Existing research shows that high scholastic boredom is correlated with a range of undesirable behaviors and personality traits and that the main antecedents of boredom are being over- or under-challenged. No study to date, though, seems to have systematically compared students who are highly bored and low-achieving (thus, likely over-challenged) with students who are highly bored and high-achieving (thus, likely under-challenged). Hence, merely knowing that students are highly bored might be insufficient for drawing conclusions about students’ behavior and personality, without taking their achievement level into account. We, therefore, investigated if low- versus high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavior (social and emotional problems, positive/negative affect, emotion regulation), and personality traits (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low versus high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for the behavior and personality trait constructs, with only three exceptions: conduct problems and expressive suppression (higher for low achievers) and positive affect (higher for high achievers). In conclusion, our results suggest that high boredom can occur in both low and high achieving students and that bored low- and high-achievers show largely similar behaviors and personality profiles.

scholarly journals Scholars on the sidelines : a phenomenological study of high-achieving elementary students in southwest Missouri

2018 ◽  
Author(s):  
◽  
Kerri Cox
Keyword(s):  
Elementary Students ◽  
Phenomenological Study ◽  
Academic Experiences ◽  
Suburban Schools ◽  
High Achievers ◽  
Phenomenological Inquiry ◽  
Academic Challenges ◽  
High Achieving Students ◽  
High Achieving ◽  
Classroom Structures

High-achieving students are those who enter the classroom ready and able to learn. They demonstrate their abilities by earning high grades in their coursework and by receiving high scores on standardized tests. The purpose of this phenomenological inquiry was to articulate the lived experiences of high-achieving elementary students in suburban schools in southwest Missouri. How would high-achieving elementary students, their parents, and their classroom teachers describe the academic experiences of high-achieving elementary students in suburban schools in southwest Missouri? Specific research probes looked at the degree to which these students received differentiated instruction and sought to uncover the classroom experiences and academic structures that best support and most hinder these students? growth. The findings show that students have limited differentiated opportunities. In speaking to parents, students, and teachers, the following classroom structures and academic structures emerged as those that most hinder learning: (a) mixed-ability classrooms, (b) a focus on standardization, (c) teaching to the middle, and (d) personality clashes with teachers. The following classroom structures and experiences emerged from the data as those that support high-achieving students: (a) pursuing their passions in and out of the classroom; (b) supportive teachers; and (c) confronting and conquering academic challenges. Implications from this study could provide researchers, educators, and administrators more insight into the needs of high-achievers and recommendations for supporting these students in the classroom.

scholarly journals Comparing computer game and traditional lecture using experience ratings from high and low achieving students

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Michael Grimley ◽  
Richard Green ◽  
Trond Nilsen ◽  
David Thompson
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
High Achievers ◽  
Student Experiences ◽  
Instructional Tools ◽  
Traditional Group ◽  
Course Content ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving

<span>Computer games are purported to be effective instructional tools that enhance motivation and improve engagement. The aim of this study was to investigate how tertiary student experiences change when instruction was computer game based compared to lecture based, and whether experiences differed between high and low achieving students. Participants consisted two cohorts enrolled in a first year university course (Cohort 1, traditional: male=42, female=17; Cohort 2, computer game: male=42, female=7). Cohort 1 experienced course content as traditional lectures, Cohort 2 experienced course content embedded within a computer game. Csikszentmihalyi's experience sampling method was used to sample experiences of students for each cohort during instruction. Results showed that the computer game group were more challenged and valued the activity more than the traditional group, but were inclined to wish they were doing something else. High achieving students during game mode showed greater concentration but found it harder to concentrate and found game mode more sociable and lecture mode more boring. High achievers perceived greater success for lecture mode and found lectures more satisfying. Individual profiles of high and low achieving students for each mode indicated that games afforded better experiences for low achieving students but poorer experiences for high achieving students.</span>

scholarly journals Excessive boredom among adolescents: A comparison between low and high achievers

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0241671
Author(s):  
Manuel M. Schwartze ◽  
Anne C. Frenzel ◽  
Thomas Goetz ◽  
Anton K. G. Marx ◽  
Corinna Reck ◽  
...  
Keyword(s):  
Self Report ◽  
High Achievers ◽  
Personality Profiles ◽  
Achievement Level ◽  
School Students ◽  
Expressive Suppression ◽  
Personality Variables ◽  
Social And Emotional ◽  
High Achieving Students ◽  
High Achieving

Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawing conclusions about students’ behavior and personality. We, therefore, investigated if low- vs. high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavioral (social and emotional problems, positive/negative affect, cognitive reappraisal, and expressive suppression), and personality variables (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low vs. high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for all variables. In conclusion, our results suggest that high boredom can occur in both low- and high-achieving students and that bored low- and high-achievers show similar behaviors and personality profiles.

scholarly journals Relationship between the mother’s characteristics and her performance of treatment programmes for her handicapped infant

1983 ◽  
Vol 39 (3) ◽  
pp. 59-65 ◽  
Author(s):  
T. H.A. Kolobe
Keyword(s):  
Early Intervention ◽  
Locus Of Control ◽  
Physiotherapy Treatment ◽  
Negative Attitudes ◽  
Maternal Characteristics ◽  
Low Socioeconomic ◽  
Internal Locus Of Control ◽  
Positive Attitudes ◽  
Middle Socioeconomic Status ◽  
Better Than

Maternal characteristics of 25 mothers measured by questionnaire scales and their performance of their infants’ physiotherapy treatment activities were correlated to determine the nature of this relationship. The results showed that mothers with positive attitudes, internal locus of control and middle socioeconomic status tend to perform their infants’ treatment activities better than do mothers with negative attitudes, external locus of control and low socioeconomic status.The results also add support to the idea that if professionals involved in early intervention programmes are to help the child in a meaningful and effective way, they should be aware not only of the child’s developmental status, but also of the mother's mental or emotional status and be prepared to provide help in the lacking areas.The findings also indicate that the effectiveness of early intervention programmes will not only depend on the type of therapeutic techniques utilized but on the mother. The mother’s attitude was the main contributor to how well she performed her infant’s treatment activities.

scholarly journals The Relationships between Economic Scarcity, Concrete Mindset and Risk Behavior: A Study of Nicaraguan Adolescents

2020 ◽  
Vol 17 (11) ◽  
pp. 3845
Author(s):  
Pilar Aguilar ◽  
Amparo Caballero ◽  
Verónica Sevillano ◽  
Itziar Fernández ◽  
Dolores Muñoz ◽  
...  
Keyword(s):  
Risk Behavior ◽  
Risk Behaviors ◽  
Low Socioeconomic Status ◽  
Economic Status ◽  
Construal Level ◽  
Unsafe Sex ◽  
Negative Attitudes ◽  
Low Socioeconomic ◽  
Future Risk ◽  
Construal Levels

Background: Nicaragua is one of the poorest countries in Latin America, with an extremely low human development index (HDI). Fifty-two percent of the Nicaraguan population are children and adolescents under 18 years of age. Nicaraguan adolescents present several risk behaviors (such as teenage pregnancies, consumption of alcohol, tobacco, cannabis). Our study examines the links between risk behaviors, fatalism, real economic scarcity, and concrete construal level for adolescents with low and middle-low socioeconomic status in Nicaragua. Methods: Nicaraguan adolescents (N = 834) from schools located in especially vulnerable areas (low economic status) or in neighborhoods with middle-low social class completed several scales and questions to evaluate fatalism (SFC—social fatalism scale), construal level (BIF) and their past and future risk behaviors (smoking cigarettes, smoking cannabis, unsafe sex, and alcohol consumption). Results: We identified that the poorest individuals who maintained a concrete style of thinking had the highest rates of past and future risk behaviors. This vulnerable group also reported the highest levels of fatalism, i.e., negative attitudes and feelings of helplessness. Encouragingly, the adolescents who were able to maintain an abstract mindset reported healthier past and future habits and lower fatalism, even when they belonged to the lowest social status. In the middle-low economic group, the construal level was not as relevant to maintaining healthy habits, as adolescents reported similar rates of past and future risk behavior at both construal levels. Conclusions: All these results support the importance of considering construal level when studying vulnerable populations and designing risk prevention programs.

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