scholarly journals Influence of Performance Attributions on Discounting and Devaluing Among High School Students: Does Academic Self-esteem Mediate?

2019 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Habil Otanga
Keyword(s):  
High School Students ◽  
Indirect Effects ◽  
Self Esteem ◽  
Measured Data ◽  
Future Research ◽  
School Students ◽  
Considerable Research ◽  
Performance Attributions ◽  
The Relationship ◽  
Practical Implications

Although considerable research on psychological disengagement exists, there is less focus on the influence of performance attributions. The purpose of the present study was to investigate the extent to which performance attributions influence psychological disengagement, measured as discounting and devaluing; and whether academic self-esteem mediates the relationship. Four hundred and forty nine students (206 males and 243 females) whose age ranged from 15-19 years (M = 17.20, SD = 1.09) from 12 urban high schools in Mombasa, Kenya participated in the study. Using a questionnaire, participants’ performance attributions, academic self-esteem, discounting and devaluing were measured. Data collected were analyzed using SPSS. Findings show significantly higher discounting than devaluing; significant indirect effects of external attributions on devaluing; and of stable and unstable attributions on discounting and devaluing through academic self-esteem. Practical implications of findings and directions for future research are discussed.

scholarly journals The Relationship between Attitudes towards Physical Activity and Self-Esteem of High School Students

2019 ◽  
Vol 5 (1) ◽  
pp. 70-73
Author(s):  
H. Fatih KUCUKIBIS ◽  
Mehmet GUL
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Personal Information ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Study Data ◽  
School Students ◽  
Positive Correlation ◽  
The Relationship

The purpose of this study was to examine the relationship between attitudes towards physical activity and self-esteem of high school students. Three different scales were used on 626 adolescents in total who lived in Sivas, found by random sampling method. The first scale is “the Personal Information Scale” consisting of 6 items to determine the demographical characteristics of the participants; the second scale is “the Cognitive Behavioral Physical Activity Questionnaire (CBPA)”, which was developed by Schembre et al. (2015) and was adapted to Turkish by Eskiler et al. (2016) to determine the participants’ attitudes towards physical activity; and the last scale is “the Self-Esteem Scale” by Rosenberg (1965) and adapted to Turkish by Çuhadaroğlu (1985) to determine the levels of self-esteem of the participants. The study data was analyzed by SPSS 25 package software. The obtained data were represented as values of frequency (f), percentage (%), average (x-), and standard deviation (±). Pearson Correlation analysis was applied in order to determine the effect of physical activity attitudes on self-esteem. The age average of the participants was determined to be 16,28 (±0,97). The gender distribution was 312 females and 314 males, and the number of those who were participating in licensed sports was 336, and that of those who were not was 290. It was determined that there was a positive correlation between the participants’ attitude towards physical activity and their self-esteem. In conclusion, a positive correlation was found between the attitude towards physical activity and self-esteem. In the study, it was suggested that the tendencies towards physical activity should be protected.

Does Family Process Mediate the Effect of Religiosity On Adolescent Deviance?

2009 ◽  
Vol 37 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Lloyd E. Pickering ◽  
Alexander T. Vazsonyi
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Deviant Behavior ◽  
Family Process ◽  
Equation Modeling ◽  
Future Research ◽  
School Students ◽  
Mothers And Fathers ◽  
Relational Practice ◽  
The Relationship

A considerable amount of research has been conducted on the nature of the relationship between both religiosity and family process with deviance. There are few studies, however, that investigate the interplay among religiosity, family process, and deviance. The current study sought to examine whether family process mediates the relationship between religiosity (conceptualized as ritualistic participation and relational practice) and deviance. High school students ( N = 865) responded to survey questions dealing with religiosity (two scales), family process (six scales for both mothers and fathers), and deviance (seven subscales and a total deviance scale). A structural equation modeling (SEM) analytic approach was used. Results indicated that family process did not mediate the relationship between religiosity and deviance. Relational practice was found to be a more robust predictor of deviant behavior than ritualistic participation. Future research in this area should seek to improve methods of data collection (e.g., multimethod) and to develop better scalar measures of religiosity.

THE RELATIONSHIP BETWEEN SELF-ESTEEM AND MALADAPTIVE BEHAVIORS IN HIGH SCHOOL STUDENTS

1984 ◽  
Vol 12 (2) ◽  
pp. 177-185 ◽  
Author(s):  
Charles L. Richman ◽  
Kathryn P. Brown ◽  
Maxine L. Clark
Keyword(s):  
High School ◽  
High School Students ◽  
Social Class ◽  
Causal Relationship ◽  
Self Esteem ◽  
Maladaptive Behavior ◽  
Maladaptive Behaviors ◽  
School Students ◽  
The Relationship

General and area specific self-esteem scores of high school students were found to be inversely related to indices of maladaptive behavior. The specific maladaptive behaviors that were associated with self-esteem varied as a function of gender and social class. Implications for the possible causal relationship between self-esteem and maladaptive behaviors as they relate to gender and social class are discussed.

scholarly journals Sense of Belonging and Self-esteem of High School Students in a Catholic College

2020 ◽  
Vol 3 (2) ◽  
pp. 87-88
Author(s):  
Maria Madelyn D. Suan, MSLT ◽  
Celo I. Magallanes
Keyword(s):  
High School ◽  
High School Students ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Self Esteem ◽  
School Students ◽  
Catholic College ◽  
School Activities ◽  
School Year ◽  
The Relationship

A sense of belonging in the cycle of teaching and learning is important to students because if they understand acceptance into the program, they will feel more inspired, more successful, and more driven. Students understand the value of school activities in a supportive and warm atmosphere that provides a sense of belonging and acceptance.  Moreover, it is a vital necessity for every individual. The sense of belonging for schools is about achievement, suggesting that the benefit of fulfilling this need is generally higher, reaching the students. Therefore, students who do not fulfill their needs for possessions will also have lower self-esteem. Low self-esteem is often associated with depression. Low self-esteem can lead to depression, and depression lowers self-esteem. Hence, the paper describes the extent of belongingness and level of self-esteem of high school students of a Catholic college in Antique during the school year 2019-2020. Likewise, this paper explored the relationship between the students' demographics and their sense of belongingness and self-esteem.

scholarly journals Multiple Mediation of Self-Esteem, Perception of Social Self-efficacy, and Social Anxiety in the Relationship Between Peer Support and Autonomy in Adolescents

2021 ◽  
Author(s):  
Sinem E. Akbay ◽  
Junaisah M. Hadji Omar
Keyword(s):  
High School Students ◽  
Social Anxiety ◽  
Peer Support ◽  
Self Efficacy ◽  
Short Form ◽  
Self Esteem ◽  
Study Group ◽  
Social Self ◽  
School Students ◽  
The Relationship

The aim of this study is in the relationship between peer support and autonomy in adolescents; The aim of this study is to examine the mediating role of social self-efficacy perception, self-esteem and social anxiety variables in adolescents. The study group of the research consists of 462 high school students (237 women and 225 men). Of the students in the study group, 26% (120 people) were in the 9th grade, 28.6% (132 people) were in the 10th grade, 28.1% (130 people) were in the 11th grade and 16.5% ( 76 people) are studying in the 12th grade. Data collection tools used in the study; Adolescent Social Anxiety Scale, Rosenberg Self-Esteem Scale (Short Form), Social Self-Efficacy Perception Scale, Peer Support Scale, Adolescent Autonomy Scale were used. The data were analyzed with Regression-based method and Bootstrap methods. According to the findings obtained from the study, it was observed that as peer support increases in adolescents, individuals' self-esteem and social self-efficacy perceptions increase, and as a result, their autonomy levels increase. In addition, it is seen that the increase in peer support in adolescents decreases the social anxiety of the individuals and thus the level of autonomy increases. In addition, it was found that the established model explained 41% of autonomy in adolescents.

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