scholarly journals Academic Plagiarism among Secondary and High School Students: Differences in Gender and Procrastination

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 103-111 ◽  
Author(s):  
Jaume Sureda-Negre ◽  
Ruben Comas-Forgas ◽  
Miquel Francesc Oliver-Trobat
Keyword(s):  
High School ◽  
High School Students ◽  
Effective Control ◽  
Secondary Classrooms ◽  
School Students ◽  
Academic Fraud ◽  
Competencias Informacionales ◽  
Las Mujeres ◽  
Academic Plagiarism

This paper analyses the phenomenon of academic plagiarism among students enrolled in Secondary Education and High School. It is a subject poorly studied at pre-university level and very scantily discussed in the Spanish-speaking context. It investigates the frequency of committing plagiarism and the relationship between gender and procrastination and such practices. A questionnaire was administered to a representative sample (n=2,794). The results show that plagiarism is certainly present and widespread in the secondary classrooms. Furthermore, it shows that men have significantly higher levels of perpetration than women and than students who tend to leave the tasks until the last moment are more likely to plagiarize. The fruits of this research suggest the need to take into serious consideration the magnitude and severity of the problem identified; secondary schools should urgently plan and undertake measures in order to reduce and prevent the commission of this type of academic fraud. Secondly, results are useful to give clear guidance to teachers about the need for them to follow up and apply an effective control of the writing process of academic essays and tasks by students. Improving IT and library competences of the students has been identified as one of the main strategies needed to effectively address the problem.En este trabajo se analiza el fenómeno del plagio académico entre el alumnado de Educación Secundaria Obligatoria y Bachillerato. Se trata de un tema poco estudiado en los niveles preuniversitarios y muy escasamente tratado en el contexto hispanohablante. Se investiga la prevalencia de este fenómeno así como su relación con el género y la procrastinación. Los datos fueron obtenidos mediante la administración de un cuestionario a una muestra representativa (n=2.794). Los resultados del estudio muestran que las prácticas constitutivas de plagio están ampliamente extendidas en las aulas de los ciclos educativos medios. Además, se demuestra que los varones presentan niveles de perpetración significativamente superiores a los de las mujeres y que el alumnado que tiende a dejar los trabajos hasta el último momento tiene mayor propensión a cometer plagio. Los frutos de esta investigación sugieren la necesidad de tomar en seria consideración la magnitud y severidad del problema detectado. Los centros de educación secundaria deben proyectar y acometer de manera perentoria medidas en aras de reducir y prevenir la comisión de este tipo de fraudes académicos. Los resultados también hacen recomendable que los docentes hagan un seguimiento y un control efectivo del proceso de elaboración de los trabajos académicos. La mejora de las competencias informacionales del alumnado es señalada como una de las estrategias necesarias para encarar eficazmente el problema.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

scholarly journals CARASTERÍSTICAS DE LOS INTERESES VOCACIONALES EN ALUMNOS DE EDUCACIÓN SECUNDARIA EVALUADOS A TRAVÉS DEL EXPLORA

2016 ◽  
Vol 3 (1) ◽  
pp. 549
Author(s):  
José Manuel Martínez Vicente ◽  
Isabel María Ángeles Segura
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Current View ◽  
Vocational Counseling ◽  
School Students ◽  
Marked Preference ◽  
Toma De Decisiones ◽  
Las Mujeres ◽  
A Current

Abstract:The evaluation of vocational and professional interests is considered one of the important aspects in education secondary students for their future decision making. Thus, the objective of this study is to have a current view of how they are configured vocational and professional interests in secondary students in Spain. This Questionnaire for Vocational and Professional EXPLORE (Martinez-Vicente & Santamaría, 2013) to a sample of 3123 high school students and high school applied. The results obtained indicate that there are sex differences in the elections. While women marked preference for Social - Welfare - Artistic and Creative fields in the two men chosen fields are the Technical and Business -Owner - Persuasiavo. In the analysis of the indices of consistency and differentiation women are more consistent than men and differentiation is also higher for them.Keywords: Behavior vocational, vocational choice, vocational and professional interests, Vocational Counseling, Skills, Personality, Self-efficacy.Resumen:La evaluación de los intereses vocacionales y profesionales se considera uno de los aspectos importante en alumnos de educación Secundaria de cara a su futura toma de decisiones. Así pues, el objetivo del presente estudio es tener una visión actual de cómo están configurados los intereses vocacionales y profesionales en alumnos de educación secundaria en España. Para ello se aplicó el Cuestionario para la Orientación Vocacional y Profesional EXPLORA (Martínez-Vicente y Santamaría, 2013) a una muestra de 3123 alumnos de secundaria y Bachillerato. Los resultados obtenidos permiten concluir que existen diferencias de sexo en las elecciones. Mientras que las mujeres marcan preferencia por los campos Social-Asistencial y Artistico-Creativo, en los hombres los dos campos más elegidos son el Técnico-Manual y el Empresarial-Persuasivo. En los análisis de los índices de consistencia y diferenciación las mujeres son más consistentes que los hombres y la diferenciación también es mayor a favor de ellas.Palabras claves: Conducta vocacional, Elección vocacional, Intereses vocacionales y profesionales, Asesoramiento vocacional, Habilidades, Personalidad, Autoeficacia.

scholarly journals 3558 Do Recognition, Behavioral Intentions, and Attitudes of Adolescent Relationship Abuse (ARA) Serve as Protective Factors Against Future ARA and Cyber Dating Abuse (CDA)?

2019 ◽  
Vol 3 (s1) ◽  
pp. 60-60
Author(s):  
Linden Wu ◽  
Elizabeth A. Schlenk ◽  
Susan M. Sereika ◽  
Elizabeth Miller
Keyword(s):  
High School ◽  
High School Students ◽  
Protective Factors ◽  
Behavioral Intentions ◽  
Secondary Analysis ◽  
School Students ◽  
Healthy Relationships ◽  
The Mean ◽  
Healthy Relationship

OBJECTIVES/SPECIFIC AIMS: To create prevention strategies targeting ARA and CDA, it is critical to educate and mold adolescent recognition, behavioral intentions, and attitudes regarding healthy dating relationships. Thus, the purpose of this study was to examine if high school students’ recognition of ARA, the students’ behavioral intentional to intervene during ARA episode of someone they know, and the students’ attitudes about the importance of healthy relationship serve as a protective factors against experiencing ARA. Aim 1: Do baseline (T1) recognition, behavioral intentions, and attitudes serve as protective factors against experiencing ARA in high school students at 3-month follow-up (T2)? Aim 2: Do baseline (T1) recognition, behavioral intentions, and attitudes serve as protective factors against CDA in high school students at 3-month follow- up (T2)? METHODS/STUDY POPULATION: To examine the relationships between recognition, behavioral intentions, and attitudes of ARA and CDA, a secondary analysis using a descriptive correlational design was used to analyze electronic survey data from a large randomized controlled parent study. The parent study consisted of 1,011 high school students ages 14 to 19 years who sought health service through one of eight school-based health clinics in California. This secondary analysis consisted of 819 students, with 640 (78.1%) female, 178 (21.7%) males, and 1 (0.2%) transgender participant. There were 42 (5.1%) Caucasians, 141 (17.2%) Asians, 218 (26.7%) African Americans, 313 (38.2%) Hispanics, 42 (5.1%) American Indians/Alaskan Natives, and 63 (7.7%) students who responded multi-racial. To measure recognition of ARA, a 10-item, 5-point Likert scale was used with responses ranging from 1=“not abusive” to 5=“extremely abusive” (Cronbach’s a = 0.85). To assess behavioral intentions to intervene, a 5-item, 5-point Likert scale was used to ask participants how likely they would be to stop the ARA behavior if they witness a peer perpetrating ARA with responses ranging from 1=“very unlikely” to 5=“very likely” (Cronbach’s a = 0.89). A 6-item, 3-point Likert healthy relationship tool measured participants’ attitudes regarding healthy relationship with responses ranging from 1=“not important” to 3=“very important”. Both ARA and CDA were assessed using a “yes/no” response choice for the lastthree months. To account for the hierarchical nature of the data analysis, a binary logistic regression was used in SPSS 24. To take into account the clustering coefficients of the eight different school clinics and as well as the parent study’s intervention and control groups, these clusters were examined as co-variates. Sex, race, and age were included as covariates, also. RESULTS/ANTICIPATED RESULTS: The relationship status of high school students consisted of 262 (32.0%) who were single, 97 (11.8%) who were going out, dating, or hooking up with more than one person, 423 (51.7%) who were seriously dating one person, and 37 (4.5%) who were not sure. At 3-month follow-up assessment, 111 (13.6%) of high school students experienced ARA, and 476 (58.1%) experienced CDA. The mean recognition of ARA score was 3.90 + 0.67, mean behavioral intentions score was 4.00 + 0.83, and mean attitudes score was 2.54 + 0.37. When examining the full ARA model including all three predicators controlling for the demographics and group assignment, none of the predictor variables were significant (p>0.05) in predicting ARA in high school students. Also, all three predictors were not significant in predicting ARA in the main effects model. When examining the full CDA model, with no interaction, all three predictors were significant. Recognition had 0.784 decrease odds (95% CI = 0633-0.971, p = 0.026) of predicting CDA. However the odds of CDA increase non-linearly up to the mean (2.537709) for the attitudes variable after which the odds then decreases non-linearly. The odds of CDA is increasing non-linearly up to 3.073913 for the behavioral intention variable after which the odds then decrease non-linearly. DISCUSSION/SIGNIFICANCE OF IMPACT: Adolescence is typically a time of exploration, transition, and social development. Researchers should investigate the efficacy of ARA and CDA prevention programs that focus on recognition, behavioral intentions, and attitudes to educate adolescents on healthy relationships. Results showed that behavioral intention to intervene and attitudes about healthy relationship can serve as protective factors against CDA. From our data, more students experienced CDA compared to ARA. Thus, it may by useful to recognize the use of technology as a social force within the adolescent culture in defining adolescents’ experiences of healthy relationships and potential experience of CDA.

Effects of Self-Monitoring and Self-Recording on Ecological Acts

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1285-1286
Author(s):  
Peter W. Hoon
Keyword(s):  
High School ◽  
Time Series ◽  
High School Students ◽  
Statistical Analysis ◽  
Response Prevention ◽  
Future Research ◽  
Social Significance ◽  
School Students ◽  
Self Monitoring

22 high school students enrolled in an ecology course volunteered to self-monitor and record ecological acts. Relative to baselines which appeared to be non-reactive, time-series statistical analysis indicated that only 7 (32%) showed significant increases in ecological acts. Further, only 4 (19%) sustained these increases during follow-up assessment. Self-monitoring and recording appear ineffective in changing behavior of macro-social significance. Future research may be aimed at evaluating self-applied and externally mediated consequences and response prevention.

Enhancing cancer literacy among Appalachian Kentucky middle and high school students.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11008-11008
Author(s):  
Lauren Hudson ◽  
Chris Prichard ◽  
L. Todd Weiss ◽  
Nathan Vanderford
Keyword(s):  
High School ◽  
High School Students ◽  
Health Literacy ◽  
Cancer Education ◽  
Knowledge Retention ◽  
Cancer Disparities ◽  
School Students ◽  
Incidence And Mortality ◽  
Cancer Literacy

11008 Background: Kentucky has the highest rates of overall cancer incidence and mortality in the United States and the Appalachian region of the state experiences the highest burden of the disease. Poor health behaviors, poverty, poor health care access, low education levels, and low health literacy drive the cancer disparities in Kentucky. Inadequate health literacy is associated with lower participation in preventive measures, which can increase one’s risk of developing cancer. Increasing cancer literacy among youth represents an opportunity to potentially decrease cancer disparities across Kentucky. In a recent study, we piloted a cancer education intervention in Kentucky middle and high schools to determine if such an intervention could enhance students’ cancer literacy. Through the study, we documented a significant increase in students’ short-term cancer literacy levels (Hudson L. et al. Journal of Cancer Education, in press). Methods: This quantitative survey research study aims to examine the long-term effects of the cancer education intervention on the cancer literacy of Kentucky middle and high school students. An online pretest cancer literacy survey consisting of 10 items was administered to a new set of 164 participants from six new schools, followed by the delivery of a cancer education presentation. Immediately following the presentation, participants took a posttest with identical items to the pretest. A follow-up identical test is being administered 3 months after the initial intervention to determine participants’ longer-term knowledge retention. Results: Replicating our prior work, significant (p < 0.0001) increases in both average and median percent of correctly marked items (average: pretest = 50% versus posttest = 77%; median: pretest = 50% versus posttest = 80%) and scores on each individual question were observed immediately following the intervention. Additionally, the average rating as to how the intervention influenced students considerations toward encouraging a family member or friend to change their habits following the intervention was 8 (1 = extremely unlikely;10 = extremely likely). Conclusions: This work demonstrates an increase in cancer literacy levels after the educational intervention and indicates that the information motivates participants to share cancer prevention information with others. A follow-up survey will measure participants’ longer term knowledge retention levels. These data may suggest that a school-based educational intervention can change behaviors that can lower cancer incidence and mortality rates.

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