Learning style, school environment and test anxiety as correlates of learning outcomes among secondary school students

2011 ◽  
Vol 19 (2) ◽  
Author(s):  
MO Ogundokun
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Test Anxiety ◽  
Learning Style ◽  
School Environment ◽  
Secondary School Students ◽  
School Students

Educational and Occupational Aspiration In Relation To School Environment of the Secondary School Students of South Kamrup Area of Assam- A Study

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Bhargab Pratim Bora
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Random Sampling ◽  
Secondary School Students ◽  
Great Influence ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Students ◽  
Occupational Aspiration ◽  
Personal Significance

Aspiration means the goal that individual set for him in a task which has intense personal significance for him and in which his ego is involved. School is one of the major agencies of socialization which has great influence and bearing on the development of aspirations of the child. It is the School which sets the pattern for the child’s attitude towards people and society, aids intellectual growth in the child and supports his aspirations and achievements. A positive affective School environment increases the livelihood that a child can initiate and persist in challenging and intellectual tasks. Thus the present study is envisaged to assess the Educational and Occupational aspiration of the Secondary School students in relation to their School Environment. The main purpose of the study was to find out the level of Educational and Occupational aspiration in relation to the School environment of the Secondary School students. For the study, 12 Provincialized Co-Educational Secondary schools were selected as sampled Schools by using simple random sampling technique and 490 Class-X students from the sampled schools were selected. Educational aspiration scale (EAS), Occupational aspiration Scale (OAS) and School Environment Inventory were used as tool of the study.

scholarly journals Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Logan Fiorella ◽  
So Yoon Yoon ◽  
Kinnari Atit ◽  
Jason R. Power ◽  
Grace Panther ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Test Anxiety ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Intrinsic Value ◽  
Self Regulation ◽  
School Students ◽  
Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

scholarly journals RELATIONSHIP BETWEEN SKILLS ENTREPRENEURSHIP WITH ENTREPRENEURIAL INTENTION IN THE SEKOLAH MENENGAH KEBANGSAAN AGAMA (SMKA)

2019 ◽  
pp. 305-317
Author(s):  
Esmalaily Muhamad Akhsan ◽  
Norasmah Othman
Keyword(s):  
Secondary School ◽  
Social Relationships ◽  
School Environment ◽  
Secondary School Students ◽  
Entrepreneurial Intention ◽  
School Students ◽  
Research Instrument ◽  
Good Level ◽  
Entrepreneurial Skills ◽  
High Level

Entrepreneurship skills are the skills of the students and they need to be flexible so that the skills are always used as well as to produce students with entrepreneurial determination. The entrepreneurship skills highlighted in this study are knowledge, creativity and social relationships. This paper aims to describe the students' entrepreneurial skills and to identify whether there is a relationship between entrepreneurial skills and entrepreneurial determination amongst secondary school students (SMKA). The study used a questionnaire as a research instrument and involved 196 students in SMKA were selected by strata process. The results of the data analyzed found that the overall level of entrepreneurship skills and entrepreneurship skills of SMKA students was at a high level. This clearly shows that SMKA students have a good level of entrepreneurial skills due to the more manageable school environment. The findings show that SMKA students also have a high commitment to become future entrepreneurs.

scholarly journals Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students

2016 ◽  
Vol 19 ◽  
Author(s):  
Juan Pablo Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Social Behavior ◽  
Secondary School ◽  
Executive Functions ◽  
Prosocial Behavior ◽  
School Performance ◽  
School Environment ◽  
Secondary School Students ◽  
Predictive Power ◽  
School Students ◽  
Primary And Secondary School

AbstractThis study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students’ GPAs and teachers’ assessment of academic skills were used to measure school performance. To evaluate the students’ social behavior, participants were asked to rate all their classmates’ prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students’ social skills. EF measures explained 41% (p = .003, f2 = .694) of variability in school performance and 29% (p = .005, f2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f2 = .149) of variance in school performance and 15% (p = .008, f2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

Test Anxiety in Elementary and Secondary School Students

1989 ◽  
Vol 24 (2) ◽  
pp. 159-183 ◽  
Author(s):  
Allan Wigfield ◽  
Jacquelynne S. Eccles
Keyword(s):  
Secondary School ◽  
Test Anxiety ◽  
Secondary School Students ◽  
School Students

scholarly journals Effects of Meditation Technique on Test Anxiety Among Secondary School Students in Anambra State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 271
Author(s):  
Chinyelu Nwokolo ◽  
Obianuju Blessing Mokwelu ◽  
Uche Eva Eneasator
Keyword(s):  
Secondary School ◽  
Test Anxiety ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Analysis Of Covariance ◽  
School Students ◽  
Anambra State ◽  
Meditation Technique ◽  
Quasi Experimental ◽  
Research Questions

Test anxiety constitutes a serious academic impediment to lots of students in schools. This study investigated the Effects of Meditation technique on test anxiety among secondary school students in Anambra State, Nigeria. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Quasi-experimental research was adopted in carrying out the study. A sample size of 101 adolescents was chosen from a population of 475 adolescents in SS2 with test anxiety. The sample was derived from two schools selected using purposive sampling technique based on the number of students that scored high on Test Anxiety Inventory. Data relating to research questions were analysed using statistical Mean while data relating to hypothesis was analysed using Analysis of Covariance (ANCOVA). Findings from the study revealed among others that though the reduction of secondary school students’ test anxiety after meditation technique differed significantly with that of the conventional counselling group, meditation technique was not effective on secondary school students’ test anxiety. It further revealed that meditation technique reduced the secondary school students’ test anxiety. Based on the findings, implications of the study were noted and recommendations made that since the technique meditation was found not to be effective, but significantly reduced the test anxiety of the participants, the technique should not be used alone by the guidance counsellors in helping clients, especially students in overcoming their test anxiety in schools.

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