scholarly journals A Selective Bilingual Advantage in High School Students

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Laura Khotemlyansky ◽  
Jill Berge
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Flanker Task ◽  
Bilingual Students ◽  
School Students ◽  
Self Assessment ◽  
Bilingual Advantage ◽  
Assessment Scores ◽  
Assessment Survey

The present study investigates the impacts of bilingualism on academic performance among high school students by using cognitive assessment scores as proxies for GPAs. As seminal works, finding a constant bilingual advantage (BA), are being increasingly disproved in favor a selective BA, task demand in working memory (WM) was introduced to examine this. A mixed method was used. Participants completed a self-assessment survey, rating their academic performance and beliefs regarding the bilingual advantage hypothesis. Then, the flanker and modified flanker tasks tested participants’ WM. Using measurements of  the means, medians and p-test, it was discovered that bilingual students only outperformed monolinguals on the low demand regular flanker task while equally on all other tasks, not in accordance with the Executive Control Theory (ECT) commonly supported in recent works. Additionally, the survey revealed that both monolingual and bilingual students recognize the positive impacts of language on cognition, but not the application of cognition to increased school performance. By bringing awareness to this relationship, this could encourage more students to study a foreign language in high school, bridging the cognitive-linguistic gap.

Cognitive autonomy differences among adolescents in Malaysia

2019 ◽  
Vol 5 ◽  
Author(s):  
Abderrahim Benlahcene ◽  
Sana Anwar Lashar ◽  
Anita Lubana
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
School Students ◽  
Self Assessment ◽  
Assessment Scores ◽  
Self Evaluation ◽  
Cognitive Autonomy ◽  
Academic Grades ◽  
Evaluative Thinking

This research examined the relationship between five areas of cognitive autonomy and development among adolescents. Students from middle and high school in Keddah participated in this study. Ninety-four participants responded on the Cognitive Autonomy and Self-Evaluation (CASE) inventory, which examined the evaluative thinking, voicing opinions, comparative validation, decision making, and self-assessment.  Scores were compared based on gender and grade. Results highlighted that high school students scored significantly higher in two of the five areas of cognitive autonomy. Additionally, females in middle school rated themselves significantly higher in two areas of cognitive autonomy (evaluative thinking and decision making). Areas of academic grades, time watching TV, time spent reading, and using computer were also discussed.

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.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

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