scholarly journals Self-Compassion in Relation to Career and Talent Development Self-Efficacy of High School Students when Mediated by Hope

2020 ◽  
Vol 2 (2) ◽  
pp. 53-69
Author(s):  
Chris John S. Bedoria ◽  
Noel S. Marañon
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Grade Level ◽  
Career Guidance ◽  
Talent Development ◽  
Self Report ◽  
School Students ◽  
Self Compassion ◽  
Grade Level Differences

This study aimed to determine if there are significant direct and indirect relationships between self-compassion and career and talent development self-efficacy of high school students when mediated by hope. Additionally, levels of and differences in terms of sex and grade level were also explored. Through descriptive-comparative and correlational research designs, 261 respondents answered three standardized self-report questionnaires. Analyses of the data using appropriate statistical tools revealed moderate levels of self-compassion and career and talent development self-efficacy and a high level of hope among the respondents. Significant sex and grade level differences were found in self-compassion, while such differences do not exist in their level of career and talent development self-efficacy. Likewise, no significant sex differences, but significant grade level differences in the respondents' levels of hope were found. Most importantly, direct and indirect relationships between self-compassion and career and talent development self-efficacy, when mediated by hope, were found to be significant. The results of the study were used as the basis for an Enhanced Career Guidance Program.

scholarly journals The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students

2020 ◽  
Vol 23 (6) ◽  
pp. 1565-1586
Author(s):  
Inge-Ernald Simonsen ◽  
Torbjørn Rundmo
Keyword(s):  
High School ◽  
High School Students ◽  
Social Identity ◽  
Classroom Management ◽  
Self Efficacy ◽  
Parental Education ◽  
School Satisfaction ◽  
Self Report ◽  
School Students ◽  
School Identification

AbstractSchool satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.

scholarly journals Examining High School Students’ Writing Self-efficacy Perceptions

2019 ◽  
Vol 7 (4) ◽  
pp. 106
Author(s):  
Mehmet Volkan Demi̇rel ◽  
İbrahim Seçkin Aydin
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Self Efficacy ◽  
Grade Level ◽  
School Type ◽  
School Students ◽  
Tenth Grade

The aim of this study was to investigate whether high school students’ writing self-efficacy perceptions differ based on their gender, grade level, type of high school and the number of books they read annually. A total of 585 students (Females = 270; and Males = 315) studying in the ninth and tenth grade classes from high schools of different type participated in the study. The results showed that high school students’ self-efficacy perceptions differed based on their gender, grade level, school type and the number of book they read annually. This difference was observed in the writing stages of planning, drafting, revision and modification. Consequently, it was concluded that reading books positively affected individuals’ writing self-efficacy.

Self-Evaluation Accuracy among High School and Middle School Instrumentalists

2005 ◽  
Vol 53 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Michael P. Hewitt
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Grade Level ◽  
Music Performance ◽  
School Students ◽  
Self Evaluation ◽  
Grade Levels ◽  
Grade Level Differences ◽  
Evaluation Accuracy

The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.

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