scholarly journals Application of Solution-Focused Brief Therapy (SFBT) to Enhance High School Students Self-Esteem: An Embedded Experimental Design

2014 ◽  
Vol 6 (3) ◽  
Author(s):  
Mulawarman Soedjito Taathadi
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Design ◽  
Brief Therapy ◽  
Self Esteem ◽  
School Students ◽  
Solution Focused Brief Therapy ◽  
Solution Focused

Solution-Focused Brief Therapy (SFBT) Based Guidance for Student Academic Hardiness

2021 ◽  
Vol 4 (1) ◽  
pp. 1-13
Author(s):  
Fajriani Fajriani ◽  
Abu Bakar ◽  
Fitra Marsela
Keyword(s):  
High School ◽  
High School Students ◽  
Brief Therapy ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Solution Focused Brief Therapy ◽  
Academic Hardiness ◽  
Solution Focused ◽  
And Control

The background of the research is the importance of increasing competence for the younger generation as the nation's successor. This competence is related to the ability to face challenges, carry out commitments, and proper control in the midst of globalization which has positive and negative impacts. This capacity development can be developed through guidance interventions based on Solution-Focused Brief Therapy (SFBT). The purpose of this study was to analyzed the description of academic hardiness possessed by high school students in Aceh, and measured the effectiveness of guidance based on Solution-Focused Brief Therapy (SFBT) in developing academic hardiness of high school students in Aceh. This study used a quantitative approach with a quasi-experimental method (non-equivalent control group design). Data were collected using the modified Academic Hardiness Scale (AHS) from Benishek & Lopez based on three aspects of academic hardiness, specifically commitment, challenge, and control. The population of this research is 154 the MAS Imam Syafii students. The research sample consisted of 60 students who were divided into experimental and control groups. Based on the results of the paired samplet-test, there is a significant difference between the pre and post test results of students after being given SFBT-based guidance, but the results of the N-Gain analysis show that SFBT has a low effect in increasing the academic hardiness of MAS Imam Syafii students. To get a significant increase in academic hardiness, SFBT can also be given individually/group.

Application of Solution-Focused Brief Therapy (SFBT) To Enhance High School Students Self-Esteem: An Embedded Experimental Design

2015 ◽  
Vol 1 ◽  
Author(s):  
Mulawarman Mulawarman
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Design ◽  
Research Problem ◽  
Self Esteem ◽  
The Self ◽  
Rank Test ◽  
Therapeutic Effects ◽  
School Students ◽  
Signed Rank Test

This study aims to identify the therapeutic application of SFBT in making changes to enhance the self-esteem of high school students. In answering the research problem is used Embedded Experimental Design. Design of this study is useful to develop a treatment, test the process of an intervention or follow-up of the experimental results. This design can be realized through the acquisition of qualitative data that is included in the experimental design. The results of this study is seen quantitatively from the results found that there are differences in levels of self-esteem when students before getting SFBT intervention and after getting SFBT intervention. By using the Wilcoxon Signed-Rank test, where the z value calculated is -2.207, where p is 0.027. In other words, SFBT intervention has therapeutic effects on the changes to enhance the self-esteem of students. On the qualitative side by basing on the results of conversation analysis is found that the revelation or utterance which counselees from low self-esteem is transformed into a high self-esteem.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

Alienation, Self-Esteem and Attitudes toward Drinking in High-School Students

1968 ◽  
Vol 29 (2) ◽  
pp. 350-354 ◽  
Author(s):  
Howard T. Blane ◽  
Marjorie J. Hill ◽  
Elliot Brown
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
School Students

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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