scholarly journals THE EFFECT OF SOCIAL MEDIA ON ADOLESCENTS

2021 ◽  
Vol 03 (07) ◽  
pp. 294-304
Author(s):  
Abdelmounim KIOUACH ◽  
Benaissa ZARHBOUCH
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Media Use ◽  
Information Communication ◽  
School Students ◽  
Social Media Use ◽  
And Gender ◽  
The Individual ◽  
The Impact

This study aims to reveal the effect of social media on adolescents among a sample of high school students in Morocco. In fact, the study sample consisted of 68 male and female students equally.to begin with, the importance of the research was manifested in its being a subject of study, within a theoretical framework in which psychology, neurology and information communication technology interact, with the aim of highlighting the impact of these means on the individual in general, and clarifying the brain changes caused by emotional and cognitive functions in particular. Thus, we will conduct an exploratory study on the percentage of social media use among high school students, and clarify the differences related to excessive access to social media according to the gender variable, in order to clarify the impact of social media on the mental health of adolescents, and its relationship to some disorders in this category, and provide a neuro-cognitive explanation about the impact that these means can have on the individual. To achieve the above, we conducted a field study using the Young Scale to measure the intensity of social media use among adolescents. The results of the study concluded that adolescents use social media at an average level, and there are no differences in their use between the sexes, and there is no relationship between the level of intensity of their use and gender.

Exploring Adolescent Social Media Use in a High School: Tweeting Teens in a Bell Schedule World

2019 ◽  
Vol 121 (14) ◽  
pp. 1-30 ◽  
Author(s):  
Stacey A. Rutledge ◽  
Vanessa P. Dennen ◽  
Lauren M. Bagdy
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Informal Learning ◽  
Media Use ◽  
Community Building ◽  
Intentional Community ◽  
School Students ◽  
Social Media Use

This multilevel exploratory case study examined the intersection of adolescent social media use and administrators’ and teachers’ work in one Florida high school. Through a survey and activities with 48 high school students and interviews with 37 students and 18 administrators and teachers in a Florida high school, we explored the different ways that students and adults used social media both outside and in school. We found that students and adults engaged in active and intentional community building and informal learning across social media sites, however, these activities were largely separate from the formal activities in schools. We discuss the implications of this separation and its potential to energize high schools.

Use of Social Media in Teaching High School Students: A Case of United Arab Emirates

2021 ◽  
pp. 234779892110175
Author(s):  
Badreya Al Jenaibi ◽  
Alyazi Al Mansoori
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
United Arab Emirates ◽  
Media Use ◽  
Learning System ◽  
School Students ◽  
Social Media Use ◽  
Use Of Social Media ◽  
Current Student

The use of social media platforms by the education sector has grown significantly in the past decade. The advancement in information and technology has prompted the integration of social media use in education. Social media use has revolutionized the learning processes from what was traditionally teacher-centered to the current student-centered approach. People between 16 and 24 years of age are considered among the active users of social media; hence, by incorporating an important part of their lives in school activities, learning may become more amusing and improve performance. Despite the United Arab Emirates being considered the technological hub of the Middle East, it has made minimal steps toward integrating social media in the learning system for high school students. This article explores the type of social media used by students and teachers in the Emirati high school system and examines the favorable social media tools used in learning in high schools by teachers and students and responds to questions like the purposes of using social media in learning and does social media use in learning affect student and teacher satisfaction and attitude? Further, it asks what the impacts of using social media on learning are. Finally, it discusses the challenges students and teachers come across when using social media for learning.

Social Media Use and Physical Activity among Junior High School Students in Indonesia

2021 ◽  
Author(s):  
Muhammad Arsyad Subu ◽  
Nabeel Al-Yateem ◽  
Imam Waluyo ◽  
Djadjang Aditaruna ◽  
Syed Azizur Rahman ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
Social Media ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Media Use ◽  
Junior High School Students ◽  
School Students ◽  
Social Media Use

scholarly journals The Differential Impact of Social Media Use on Middle and High School Students: A Retrospective Study

2019 ◽  
Vol 29 (10) ◽  
pp. 746-752 ◽  
Author(s):  
Reem M.A. Shafi ◽  
Paul A. Nakonezny ◽  
Magdalena Romanowicz ◽  
Aiswarya L. Nandakumar ◽  
Laura Suarez ◽  
...  
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Retrospective Study ◽  
Media Use ◽  
Differential Impact ◽  
School Students ◽  
Social Media Use

scholarly journals Social media usage among pre-service secondary mathematics teachers in Zambia

2020 ◽  
Vol 5 (2) ◽  
pp. 130-147
Author(s):  
Eddie Mumba Mulenga ◽  
José María Marbàn
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Media Use ◽  
Social Media Use ◽  
Media Technologies ◽  
Survey System ◽  
And Gender ◽  
And Mathematics ◽  
Use Of Social Media ◽  
The Impact

Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers’ use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers’ attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers’ future integration of social media in the teaching and learning of mathematics.

scholarly journals The Self-Determination Theory and Mathematics Motivation: Grade Levels and Gender Differences among United Arab Emirates Students

2011 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Jalal Haj Hussien
Keyword(s):  
High School ◽  
High School Students ◽  
United Arab Emirates ◽  
School Students ◽  
Grade Levels ◽  
Mathematics Motivation ◽  
The Difference ◽  
And Gender ◽  
And Mathematics ◽  
The Impact

The objective of this study was to investigate the impact of students’ grade levels, gender, and interaction between the two on mathematics motivation. In addition, the relationship between students’ various types of mathematics motivation and achievement were examined. Four hundred twenty four elementary school students (186 boys and 238 girls), 588 middle school students (296 boys and 292 girls), and 276 high school students (154 boys and 122 girls) completed the MMS. The findings of this study showed that all types of motivation in mathematics steadily decreased with grade advancement (elementary through high school) with the exception of introjected regulation. Moreover, results indicated a significant gender difference in each type of mathematics motivation, exception regarding intrinsic motivation, where the difference was not significant. In addition, the interaction between grade levels and gender was significant only in students’ introjected regulation; the differences in intrinsic, external regulation, and amotivation were consistent between males and females in different grade levels. Finally, the results revealed a significant relationship between all types of motivation and mathematics achievement as well as overall academic achievement. 

scholarly journals The Strategies of Guidance and Counseling Teachers to Increasing Students’ Moral Awareness in Senior High School

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Retno Purwasih
Keyword(s):  
High School ◽  
High School Students ◽  
Short Film ◽  
Guidance And Counseling ◽  
Moral Awareness ◽  
Individual Counseling ◽  
School Students ◽  
The Past ◽  
The Individual ◽  
The Impact

Moral awareness is a condition where the individual understands and comprehends the actions taken, both in the past, present, and future and realizes how the impact of behavior carried out both for oneself, others, and the surrounding. The purpose of this study is to find out how is the strategies of guidance and counseling teacher to increasing the moral awareness of students so far. This research is a qualitative type of phenomenology research. The data were collected through observation and interviews. The participants of the interviews were guidance and counseling teachers who teach in high schools which were chosen randomly. The data which were obtained from interviews were analyzed using the Miles & Huberman qualitative research model. The results showed the guidance and counseling teachers’ strategies in increasing moral awareness mostly through group guidance, group counseling, individual counseling, and responsive services with lecturing method, discussion, short film, and modeling. Keywords: High School Students, Guidance and Counseling Teachers, Moral Awareness, Descriptive Qualitative

scholarly journals The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions

2016 ◽  
Vol 6 (4) ◽  
pp. 163-186
Author(s):  
Anamarija Šmajdek ◽  
Jurij Selan
Keyword(s):  
High School ◽  
High School Students ◽  
Visual Communication ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
School Students ◽  
Theoretical Part ◽  
The Individual ◽  
The Impact ◽  
Individual Education

The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies), specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner). In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students’ ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students’ ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearancebased schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally.

EXAMINING INTERCULTURAL COMPETENCIES AMONG BOSNIAN HIGH SCHOOL STUDENTS

2019 ◽  
Vol 12 (3) ◽  
pp. 27-44
Author(s):  
Senad Bećirović ◽  
◽  
Belma Delić ◽  
Amna Brdarević-Čeljo
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
School Students ◽  
Grade Point ◽  
Grade Levels ◽  
Intercultural Competencies ◽  
And Gender ◽  
Ending Process ◽  
The Impact

A period of globalisation and the interconnectedness of people across the world has increased the demand for greater intercultural competences among young people in particular. Being interculturally competent entails modifying behaviour in culturally appropriate ways when establishing contact with diverse cultures. The development of this competence is a long and never-ending process that which is influenced by a variety of factors, some of the most important being school policies, surroundings, individual work, personal needs and curiosity. The purpose of the current study was to investigate the impact of grade level, grade point average (GPA) and gender on intercultural competences by distributing the questionnaire developed by Portalla and Chen (2010) to 211 Bosnian high school students. The results showed that the students’ grade levels and GPAs did not have a statistically significant influence on their intercultural competences, whereas gender only had a significant impact on their intercultural competences on the Interactant Respect subscale. Due to the fact that the students should be taught intercultural competence at school, their competence is expected to improve in each study grade; thus, based on the students’ GPAs, this study may help teachers to identify a gap in their instruction and to modify their teaching content so that it contributes to the development of the students’ intercultural competence, as well as to the promotion of the importance thereof.

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