scholarly journals Examination of sustainable and health-conscious lifestyle among the Hungarian population based on the results of three research studies

2019 ◽  
Author(s):  
Virag Agnes Kiss ◽  
Nikolett Balsa-Budai ◽  
Mihaly Soos ◽  
Zoltan Szakaly
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Principal Component ◽  
Population Based ◽  
School Students ◽  
Health Consciousness ◽  
Sustainable Products ◽  
Potential Consumer ◽  
The Individual ◽  
Individual Value

The implementation of sustainable development and the associated values in consumer behavior is becoming more and more emphasized as well as increased attention to our health. In both of the two value dimensions, consumer interest is constantly increasing, and demand for healthy and sustainable products is growing. In our research, this trend was primarily investigated in the field of food consumption. The research was based on the segmentation theory of NMI’s LOHAS (Lifestyle of Health and Sustainability). The research consisted of three parts. First, in a representative national survey, we examined the attachment of Hungarian adult consumers to the aforementioned values (N = 1000), then high school students (N = 1000), and finally, university students (N = 298) were interviewed on the same topic. In each case, principal component analysis was used to isolate the individual value dimensions and then cluster analysis was used to identify the various segments. In all of the three studies, each group was significantly separated from each other by the values of health consciousness and sustainable development. Based on our results, it can be concluded that the younger age group is more strongly committed to the tested values than the older generation. As a result, younger generations can be considered a potential consumer market for products and services representing sustainability and health awareness. We believe that further European research of this topic would be useful for both the researchers and the business sector.

scholarly journals Personal Assessment of Reasons for the Loss of Global Biodiversity—an Empirical Analysis

2020 ◽  
Vol 12 (10) ◽  
pp. 4277
Author(s):  
Matthias Winfried Kleespies ◽  
Paul Wilhelm Dierkes
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Biodiversity Loss ◽  
Connection To Nature ◽  
School Students ◽  
Teacher Trainees ◽  
Significant Difference ◽  
Global Biodiversity ◽  
The Relationship ◽  
Personal Assessment

The UN's sustainable development goals (SDGs), which aim to solve important economic, social, and environmental problems of humanity, are to be supported by education for sustainable development (ESD). Empirical studies on the success of the implementation of the SDGs in the field of education are still pending. For this reason, using the loss of global biodiversity as an example, this study examined the extent to which high school students, teacher trainees in biology, and biology bachelor students can identify the causes of the global biodiversity loss. A new questioning tool was developed and tested on 889 participants. In addition, the relationship between connection to nature and the personal assessment about biodiversity threats was examined. The factor analysis of the scale used showed that 11 out of 16 items were assigned to the intended factor. The comparison between high school students, teacher trainees in biology, and biology bachelor students showed no significant difference in overall assessment of the reasons for global biodiversity loss. When comparing the three risk levels in which the risk factors for biodiversity could be divided, across the three student groups, only minor differences were found. Therefore, a specific education of prospective teachers is necessary, as they have to pass on the competence as multipliers to their students. No significant difference could be found when examining the relationship between connection to nature and the overall scores of the assessment scale for the reasons of biodiversity loss. However, it was found that people who felt more connected to nature were more capable of assessing the main causes of risk for global biodiversity, while people who felt less connected to nature achieved better scores for the medium factors.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

scholarly journals The Mathematics Learning Attributes Valued by Students in Eastern China

2020 ◽  
pp. 209653112093024
Author(s):  
Hengjun Tang ◽  
Wee Tiong Seah ◽  
Qiaoping Zhang ◽  
Weizhong Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Eastern China ◽  
Principal Component ◽  
School Students ◽  
And Control ◽  
Senior High School Students

Purpose: Research has confirmed that students’ mathematics values significantly affect their mathematics learning. Accordingly, understanding how students’ values form and change, especially during different learning stages, is an important topic. Design/Approach/Methods: This study administered a questionnaire to investigate the values of primary, junior high, and senior high school students in Eastern China. A principal component analysis was conducted to investigate the factor structure of the students’ learning values. Then, paired sample t-tests were used to examine the differences in the two continuous categories ranking of each group, and a one-way analysis of variance with a Brown–Forsythe test was used to test the differences in the ranking of each dimension by the different grade-level groups. Findings: We found that students’ mathematics learning values consist of seven elements: culture, memorization, technology, objectism, practice, understanding, and control. Students placed different degrees of importance on these seven elements at different learning stages. Additionally, we found that junior high school is a critical period of change in students’ values. Originality/Value: These findings will be invaluable to teachers and educators as they reflect on their teaching approaches. Moreover, the findings that students’ values undergo changes in the course of their schooling are important information for educators seeking to foster students’ learning.

scholarly journals Towards Sustainable Development and Green Economy in European Union

2018 ◽  
Vol 1 (2) ◽  
pp. p27
Author(s):  
Evangelos C. Papakitsos ◽  
Konstantinos Karakiozis ◽  
Anastasios Mavrakis
Keyword(s):  
High School ◽  
European Union ◽  
Sustainable Development ◽  
High School Students ◽  
Green Economy ◽  
Small Scale ◽  
School Students ◽  
Economic Problems ◽  
European Union Countries ◽  
Senior High School Students

Sustainable development is suggested by environmentalists as the solution for confronting the intense environmental, social and economic problems that emerge globally in the last decades. This study presents the recent features and trends of the associated concepts, like the green economy, green entrepreneurship, green professions and labour-market, with a particular reference to European Union countries. In the course of transforming the current economic model towards a green direction, vocational education appears as a fundamental prerequisite that will prepare the future workforce of green economy. In this respect, a small-scale research is also presented, recording the relevant opinions of senior high-school students in Western Attica (Greece), being an area of acute environmental, social and economic problems.

scholarly journals Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

2022 ◽  
Vol 11 (1) ◽  
pp. 469-480
Author(s):  
Giang-Nguyen T. ◽  
Byron Havard ◽  
Barbara Otto
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Involvement ◽  
Drop Out ◽  
Negative Effects ◽  
School Students ◽  
Education Statistics ◽  
Using Data ◽  
And Mathematics ◽  
The Individual

<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

scholarly journals Óptica sociológica y dimensión cultural en el estudio de los jóvenes en un contexto urbano marginal / Sociological Perspective and Cultural Dimension in the Research about the Youth in a Marginal Urban Context

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Ksenia Sidorova
Keyword(s):  
High School Students ◽  
Urban Area ◽  
Good Life ◽  
Young Subject ◽  
Social Institutions ◽  
Cultural Dimension ◽  
Urban Context ◽  
School Students ◽  
Cultural Elements ◽  
The Individual

ABSTRACTHow can we approach the process of construction of young men and women as subjects in the case of a group of high school students, who, in some cases, come from the families of maya origin and are inhabitants of a marginalized urban area in the southeast of Mexico? In this paper I argue that their way of being, relationship with structures, future projects, and notions of “good life” become intelligible through an approach that puts into dialogue the concepts of social experience (Dubet, 2011) and otherness. The first one is a valuable tool that allows to discover a particular dialectic of integrationsubjectivation, which characterizes the relationship of these young people with social institutions and actors. The second one locates the students as constructors of a symbolic universe, where different cultural elements, among them those originated in the family and in school, interact. The representation of a young subject that I construct differs from the stereotypes – usually negative and homogeneous– that are used to describe the urban area in question; it also allows to understand the necessities and aspirations of these individuals according to their own notions of good life, in which the individual and the communal aspects are merged.RESUMEN¿Cómo podemos estudiar la construcción del sujeto en el caso de un grupo de jóvenes estudiantes de un bachillerato universitario, algunos de los cuales provienen de las familias de origen maya, habitantes de una zona urbana marginal, en el sureste de México? Arguyo que su forma de ser, relación con las estructuras, proyectos a futuro y nociones de la vida buena cobran inteligibilidad mediante un acercamiento que pone a dialogar los conceptos de experiencia social (Dubet, 2011) y alteridad. El primero representa una herramienta conceptual valiosa para descubrir una dialéctica sui géneris de integración-subjetivación que caracteriza la relación de estos jóvenes con las diversas instituciones y actores sociales. El segundo ubica a los jóvenes como constructores de un universo de sentido, en el que interactúan elementos culturales propios de sus familias de origen y el bachillerato universitario, entre otros. La representación del sujeto joven que construyo se aleja de aquellos estereotipos –generalmente negativos y homogeneizantes– que circulan acerca de los jóvenes de la zona en cuestión; asimismo permite comprender las necesidades y aspiraciones de estos individuos acorde a sus propias nociones de la vida buena en las cuales se funden lo individual y lo comunal.

scholarly journals Self-efficacy, Adaptability and Intention of Searching for Vocational Guidance in Adolescents

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Rodolfo Augusto Matteo Ambiel ◽  
Thaline da Cunha Moreira ◽  
Dianniffer Aparecida Oliveira ◽  
Edson Cardoso Pereira ◽  
Débora Noemi Hernandez
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Vocational Guidance ◽  
Career Adaptability ◽  
School Students ◽  
The Difference ◽  
Positive Correlations ◽  
The Individual ◽  
The Relationship

Abstract Vocational guidance (VG) involves several variables that can help the individual to make a professional choice and build his or her career. The purpose of this study was to analyze the relationship between self-efficacy for professional choice and career adaptability in high school students, as well as to verify possible differences regarding the intention or not to participate in a VG process. 272 students participated in this study, from a public school, aged between 14 and 19 years, 51.5% female. A Sociodemographic Questionnaire, the Self-efficacy Scale for Professional Choice (EAE-EP) and the Career Adapt-Abilities Scale (CAAS-Brazil) were applied. From the Pearson correlation analysis, ANOVA and Cohen’s d, the results indicated positive correlations between the constructs, in addition, it was observed the difference between the students who would like or not to undergo a VG process. Implications for the practice are discussed.

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