ACADEMIC SELF-ESTEEM IN PHYSICS AND RELATIONSHIP WITH LEVEL OF INSPIRATION AT THE SIDE OF STUDENT OF DISTINGUISHED SECONDARY SCHOOL

2021 ◽  
Vol 29 ◽  
Author(s):  
Keyword(s):  
Secondary School ◽  
Statistical Significance ◽  
Self Esteem ◽  
Educational Process ◽  
Fifth Grade ◽  
School Students ◽  
Fifth Grade Students ◽  
High Level ◽  
The Relationship ◽  
Level Of Aspiration

This research aim to identify the relationship between self-esteem and level of aspiration among the fifth grade at distinguished secondary schools in center of Diwaniyah. The researcher adopted the descriptive method, the study sample consisted of (94) students (40) of them were males and (54) were females for year (2016-2017). To collect data from the study sample individuals used a measurement of self-esteem and level of aspiration. To analyze data, the researcher adopted: t- test for two independent samples. Correlative coefficient (Pearson) of correlative relationship, correlative coefficient (Alpha- Cronpatch) to identify differences. The most important findings the study concluded are: The sample of the research has got a medium self-esteem, but a high level of aspiration. The results of the study indicated a positive correlation of statistical significance between self- esteem and level of aspiration among students. There are not statistically significant differences between males and females among the secondary fifth grade students, due to gender variable. According to the above mentioned study findings, the researcher arrived at the following recommendation: deep studies on self-esteem should be conducted because it considered an important factor of educational process success. Attention should be paid to preparing guiding programmers which help developing self-esteem among the secondary school students

The Relationship between Empathy and Responsibility Levels of 5th Grade Students: A Sample from Turkey

2018 ◽  
Vol 6 (4) ◽  
pp. 76
Author(s):  
Alper Yontar ◽  
Selma Yel
Keyword(s):  
Public Schools ◽  
Social Studies ◽  
Personal Information ◽  
Fifth Grade ◽  
Low Socioeconomic ◽  
Fifth Grade Students ◽  
Empathy Scale ◽  
High Level ◽  
Nonparametric Correlation ◽  
The Relationship

In the current study, it is aimed to examine the relationship between empathy and responsibility levelsof fifth grade students and for this purpose, the said relationship was examined in terms of gender, Social Studies achievement score and school socioeconomic level. The research is a correlational study and the universe of the study consisted of fifth graders from all state schools in six districts of Ankara (the capital of Turkey). The sample is 1079 fifth-grade students from 18 public schools in these districts. As data collection tools of the research, “Responsibility Scale for Children”, “Empathy Scale” and “Personal Information Form” were applied to the students. Descriptive statistics, independent groups t-test, parametric and nonparametric correlation analysis were used for data analysis (with SPSS 15.0). According to the results of the research, there is a positive, moderate and significant relationship between empathy and responsibility levels of students. The level of the relationship between empathy and responsibility levels of students is higher in males than in females. The students have the highest level of the relationship between empathy and responsibility levels is the group with middle Social Studies success, followed by those students who achieved success at a high level and who achieved success at a low level. The students from upper socioeconomic schools have the highest level of the relationship between empathy and responsibility levels. These are followed by those students from low socioeconomic schools and who from medium socioeconomic schools, respectively.

Self–Esteem among Chinese Cohorts: Its Temporal Trend and Its Relationships with Socioecological Factors, 1993–2016

2020 ◽  
Vol 34 (2) ◽  
pp. 203-214 ◽  
Author(s):  
Liman Man Wai Li ◽  
Wen–Qiao Li ◽  
Dongmei Mei ◽  
Yiheng Wang
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Temporal Change ◽  
Linear Trend ◽  
Self Esteem ◽  
School Students ◽  
Significant Linear Trend ◽  
The Usa ◽  
The Relationship ◽  
Over Time

Self–esteem affects individuals in a variety of psychological processes substantially and extensively. While an increase in self–esteem over time was observed in the USA, different patterns of temporal change in self–esteem were observed in other societies. We analysed the responses ( n = 305 229) collected between 1993 and 2016 from 609 articles to examine the patterns of temporal change in self–esteem in China and its relations with socioecological conditions. Additionally, we explored the patterns in different groups, including secondary school students (158 samples; n = 97 751), college students (427 samples; n = 153 474), and community participants (232 samples; n = 54 004). Some major findings were noted: (i) overall, the level of self–esteem increased over time. However, we also found a significant curvilinear trend in self–esteem with a decline followed by a recent increase; (ii) some evidence for the relationship between socioecological factors and self–esteem was obtained; and (iii) the patterns varied in different cohort groups. Specifically, secondary school students showed a different pattern, in which their self–esteem level did not show a significant linear trend and was not correlated with the examined socioecological factors. The implications on the theories for the relationship between personality characteristics and socioecological conditions were discussed.

scholarly journals The Digital Citizenship and Its Role in Facing Electronic Terrorism among Secondary School Students in Middle East: Jordan as an Example

2019 ◽  
Vol 9 (1) ◽  
pp. 73
Author(s):  
Mustafa Jwaifell ◽  
Sami F. Aljazi ◽  
Al-Mothana Gasaymeh
Keyword(s):  
Middle East ◽  
Data Collection ◽  
Secondary School ◽  
Secondary School Students ◽  
Digital Citizenship ◽  
Data Collection Tool ◽  
Significant Relation ◽  
School Students ◽  
High Level ◽  
The Relationship

The aim of the study was to determine the level of digital citizenship among secondary school students in Middle East through recruiting students from Southern of Jordan, particularly from Ma'an Directorate to participate in the study, In addition, the study aimed to examine the relationship between students’ level of digital citizenship and their attitudes toward different forms of electronic terrorism. The study sample consisted of 186 school students. The data collection tool was a questionnaire instrument. The results showed that the students had a high level of digital citizenship and their level of digital citizenship was not affected by their gender or their type of the study. In addition, the results showed that the students expressed very unfavorable attitudes toward electronic terrorism. Furthermore, the results showed that there was significant relation between students’ level of digital citizenship and their attitude toward electronic terrorism. Based on the results, the study suggested that to face electronic terrorism among school students, there is need to enhance their level of digital citizenship through providing continues training and meetings that aim to make school students aware of the requirements of digital citizenship.

scholarly journals Examining the Exercise and Self-Esteem Model Revised with Self-Compassion among Hong Kong Secondary School Students Using Structural Equation Modeling

2021 ◽  
Vol 18 (7) ◽  
pp. 3661
Author(s):  
Ming-Yu Claudia Wong ◽  
Pak-Kwong Chung ◽  
Ka-Man Leung
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Structural Equation ◽  
Secondary School Students ◽  
Well Being ◽  
Self Esteem ◽  
Equation Modeling ◽  
School Students ◽  
Self Compassion ◽  
The Relationship

The association between physical activity in achieving mental health benefits and subjective well-being is consistently identified by empirical research. The causation of a positive self-concept created by physical exercise is empirically supported by Sonstroem and Morgan’s (1988) exercise and self-esteem model (EXSEM). However, various drawbacks of maintaining high self-esteem have been identified; thus, the concept of self-compassion was conjectured to be a form of “true self-esteem.” Hence, the current study aimed to investigate the relationship between physical activity and self-compassion by examining the exercise and self-esteem model revised with self-compassion (EXSEM-SC). This study recruited secondary school students from Hong Kong using convenience sampling. The structural equation modeling (SEM) approach, including path analysis and multiple indicators, multiple causes (MIMIC) modeling, were used to reveal the results of the study. The results (n = 1097) indicated that the relationship between physical activity and self-compassion could be demonstrated by the EXSEM-SC, with a satisfactory goodness-of-fit index in the SEMs. The SEM also demonstrated the direct paths from physical activity to self-compassion and mental well-being, indicating the significant effect of physical activity on self-compassion.

scholarly journals La influencia del clima de aula sobre las emociones del alumnado (The influence of the classroom climate on the student´s emotions)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 432-442
Author(s):  
Sebastián Fierro-Suero ◽  
Natalia Velázquez-Ahumada ◽  
Carlos Fernández-Espínola
Keyword(s):  
Secondary School ◽  
Classroom Climate ◽  
Positive Emotions ◽  
Secondary School Students ◽  
Predictive Power ◽  
Educational Process ◽  
Key Factors ◽  
School Students ◽  
Emotional Bonds ◽  
The Relationship

 En los últimos años, ha aumentado la importancia de las emociones en la educación escolar. La bibliografía actual ha puesto de manifiesto los beneficios de generar climas de aula positivos, en los que existan relaciones afectivas entre los agentes involucrados en el proceso educativo. El presente estudio tuvo por objetivo conocer la relación entre el clima de aula generado y las emociones experimentadas por los estudiantes. La hipótesis planteada fue que el clima de aula generado podría predecir las emociones experimentadas por los estudiantes. Para ello, se utilizó una muestra de 417 alumnos y alumnas de educación secundaria (44.1% hombres y 55.9% mujeres) pertenecientes a tres centros educativos de Huelva (Andalucía, España). A estos estudiantes se les preguntó sobre el clima existente en el aula y las emociones experimentadas durante sus clases de educación física. Los resultados del estudio confirman la relación entre el clima de aula y las emociones, destacando el poder predictor de las dimensiones “satisfacción e involucración en el aula” y “relación con el profesor” para predecir las emociones experimentadas por los estudiantes. Dichos resultados permiten poner en valor la importancia de generar climas positivos a través de la creación de vínculos emocionales entre profesores y alumnos. De esta forma, los alumnos y las alumnas se sentirán a gusto y generarán emociones positivas tan importantes en el proceso educativo. Abstract. Recently, the importance of emotions in school education has increased. The current literature has highlighted the benefits of generating positive classroom climates, in which there are affective relationships between agents involved in the educational process. This study aimed to know the relationship between the classroom climate generated and the emotions experienced by the students. The hypothesis was that the classroom climate generated could predict the emotions experienced by the students. For this, a sample of 417 secondary school students was used (44.1% men and 55.9% women), belonging to three schools located in Huelva (Andalucía, Spain). The students were asked about the existing classroom climate and emotions experienced during their physical education classes. The results of the study confirm the relationship between the classroom climate and emotions. Highlighting the predictive power of the “satisfaction in the classroom” and “relationship with the teacher” dimensions to predict the emotions experienced by students.  These results allow us to know the importance of generating positive climates through the creation of emotional bonds between teachers and their students.  In this way, students will feel comfortable and will generate positive emotions, which are key factors in the educational process.

scholarly journals Locus of Control and Self Esteem as Correlates of Secondary School Students Academic Achievement in English Language in Anambra State

2021 ◽  
pp. 46-54
Author(s):  
L. I. Akunne ◽  
A. N. Anyamene
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Self Esteem ◽  
School Students ◽  
High Positive Correlation ◽  
Positive Correlation ◽  
The Relationship

Aims: The failure rate in English language subjects as consistently been recorded in major examinations in the country makes it a worrisome situation. This is such that the schools are gradually losing its reputation which could likely result in loss of confidence in the students. Hence, this study aims at determining the relationship among locus of control, self-esteem and secondary school students’ academic achievement in English language. Study Design: The study adopted the correlation design. Place and Duration of Study: 920 senior secondary school II students from Anambra State of Nigeria, between August 2019 and January 2021. Methodology: This study on locus of control and self-esteem as correlates of secondary school students academic achievement adopted the correlational research design, a correlational research design seeks to establish relationship between two or more variables as well as indicates the direction and magnitude of the relationship between the variables The sample for the study was 920 senior secondary schools students drawn using the multi-stage sampling technique. Locus of control scale developed by Asthon Trice, revalidated by Osuji and Self-Esteem scale developed by Dr Morris Rosenberg were used in data collection. Pearson product moment correlation coefficient (r) was used in answering the research questions while t-test for correlation analysis and multiple regression analysis were used in testing the null hypothesis. Results: There is a moderate positive correlation between locus of control and academic achievement of secondary school students in English language (r = .469, n = 920), there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language (r = .602, n = 920). The hypotheses tested show that that the t-calculated value is greater than the t-critical value at 0.05 level of significance. Hence, the null hypothesis is rejected. This shows that the relationship between locus of control and academic achievement of secondary school students in English language is statistically significant (t-cal. = 24.03, t-crit. = 1.960), that the t-calculated value is greater than the t-critical value at 0.05 level of significance hence the null hypothesis is rejected. This shows that the relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant (t-cal. = 34.11, t-crit. = 1.960). At 0.05 level of significance, locus of control and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. Conclusion: There is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. There is a significant relationship between self-esteem and academic achievement of secondary school students in English language. Furthermore, there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. The relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant. Locus of control, and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. This implies that there is need for schools to initiate and implement procedures in order to help improve the quality and consistency in the outcome of academic achievement of students in English language which is a core subject at the secondary education level.

scholarly journals Prenosological screening of autonomic regulatory systems tension in secondary school students

2020 ◽  
pp. 47-53
Author(s):  
I. V. Redka ◽  
H. M. Danуlenko ◽  
Zh. V. Sotnikova-Meleshkina ◽  
O. Ya. Mikhalchuk
Keyword(s):  
Secondary School ◽  
Education Reform ◽  
Statistical Significance ◽  
Educational Environment ◽  
Educational Process ◽  
Activity Level ◽  
Stress Factors ◽  
School Students ◽  
Traditional System ◽  
Regulatory Systems

Adolescence is characterized by increased reactivity to stress factors, among the sources of which the educational environment plays a significant role. The content of education and educational process organization, as well as interpersonal relationships, is the predominant stress factors of the educational environment. In the context of education reform, new pedagogical projects are being introduced, in particular, on the basis of meritocratic education, providing for the intensification of the educational process. It may affect the state of the autonomic regulatory systems of students. The purpose of the research is to study the activity level of autonomic regulatory systems among students of secondary school, who are studying in meritocratic and traditional gymnasium education systems. The study involved 60 students: 42 studied in meritocratic system (19 in SG-1, 23 in SG-2), and 18 in traditional system (SG-3). Heart rate variability (HRV) was used as a physiological marker of stress. ECG was recorded during 5 minutes in a darkened room in a rest state with closed eyes in a sitting position at the 5th, 6th and 7th grades. Intergroup comparisons of HRV parameters were carried out according to the Mann-Whitney, Kruskell-Wallis, Dunnett criteria, and the φ-criterion of the angular Fisher transformation. Differences were considered significant at р≤0.05. In the 6th grade, there was a tendency (0.05<р≤0.07) to lower values of Mean, SDNN, TR, ΔX, RMSSD, pNN50 among students in meritocratic system compared to the traditional one. However, this trend reached the level of statistical significance in the students of SG-1 compared to the control (SG-3). In meritocratic education different student groups differed in the level of school stress in 6th and 7th grades. Students in SG-1, compared to SG-2, characterized by lower values % HF, HFn, pNN50 against the background of higher values of % LF, LFn, LF/HF, IC, CC1, CC0. Thus, a higher level of school-based stress in conditions of meritocratic education is determined not so much by the intensification of the educational process as by social factors of the educational environment and/or individual typological traits of students.

scholarly journals Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables

2020 ◽  
Vol 9 (1) ◽  
pp. 156
Author(s):  
Selva Bakkaloglu
Keyword(s):  
Secondary School ◽  
Grade Level ◽  
Secondary School Students ◽  
Metacognitive Awareness ◽  
Fifth Grade ◽  
Metacognitive Skills ◽  
School Students ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Primary And Secondary School

Metacognition is important for learners of all ages. Therefore, this situation raises all important questions about how to develop metacognitive skills and habits in the classroom regardless of primary, secondary and high school. The aim of this study is to investigate the metacognitive awareness of primary and secondary school students according to the variables of gender, grade level and region. The model of this research, which was conducted to determine the metacognitive awareness levels of the students in primary and secondary school, is a survey model. Metacognitive Awareness Scale was administered to 399 students (195 girls, 204 boys) in third, fourth and fifth grade. The research shows that the metacognitive awareness scores of primary and secondary school students do not differentiate in gender. According to another result obtained in the research; metacognitive awareness scores of pirmary and secondary school students differentiate in locality. The students&rsquo; metacognitive awareness is higher than that of the urban local. When the metacognitive awareness scores were examined according to the grade level, it was seen that the metacognitive awareness scores of the fifth grade students were higher than the other groups. However, there is no significant difference between the metacognitive awareness scores of the third and fourth grade students. Similar studies aiming to examine the development of metacognitive awareness of students are thought to be useful in planning the education process in this direction.

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