Personality traits and locus of control in situations of successes and failures among first grade junior high school students

2019 ◽  
Vol 57 (15) ◽  
pp. 38-62
Author(s):  
Sara Filipiak ◽  
Beata Łubianka
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Personality Traits ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
Openness To Experience ◽  
School Students ◽  
Successes And Failures

The situation of the change of education stage is an important moment in life of school children. Finishing elementary school education and transition into the first grade of junior high school is parallel to developmental psychophysiological changes which occur in the early adolescence. The need of acceptance of these changes and the necessity of adaptation to new environment and school demands, may be interpreted by students as a developmental chance or a risk. The article presents the results of research conducted on 560 students from first grades of junior high schools in the school year 2016/2017. The analysis pertained to estimate connections between personality traits in Big Five Model measured with Obrazkowy Pomiar Cech Osobowości Dzieci OPCO-D (Maćkiewicz, Cieciuch, 2012), and locus of control in the situations of successes and failures measured with Kwestionariusz do Badania Poczucia Kontroli KBPK (Krasowicz, Kurzyp-Wojarska, 1990). Boys are more extravert, eager to engage and experience more positive emotions in social interactions than girls. Girls, in turn, scored higher in features linked with anxiety than boys. In terms of locus of control, results indicate it is not formed yet, both in the situations of successes and failures. There is no difference between boys and girls in the way how they explain causes of events which they experience. The strongest correlations between personality traits and locus of control were reported in links between locus of control and consciousness, openness to experience and agreeableness. Moreover, the results revealed interaction effect between gender and openness to experience, only in the situations of successes.

Cognitive and emotional determinants for destructive coping strategies by junior high school students in a social conflict situation

2016 ◽  
Vol 14 (1) ◽  
pp. 25-48
Author(s):  
Danuta Borecka-Biernat
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Coping Strategies ◽  
Junior High School ◽  
Junior High ◽  
Conflict Situation ◽  
Junior High School Students ◽  
School Students ◽  
Self Evaluation

Abstract My research purpose was to evaluate the contribution of self-evaluation, the locus of control and emotions in generating destructive coping strategies by junior high school students in a social conflict situation. I used the proprietary questionnaire to test adolescents’ coping strategies (KSMK), Self-evaluation Scale (SES) by M. Rosenberg, the Locus of Control Questionnaire (KBPK) by G. Krasowicz and A. Kurzyp-Wojnarska, and the Three-Factor Inventory of Personality States and Traits (TISCO) by C. Spielberger and K. Wrześniewski. Empirical studies were carried out in junior high schools in Wroclaw and the surrounding area. They involved 893 adolescents (468 girls and 425 boys) aged 13‒15. I stated in my research that low self-evaluation of a young man’s abilities, a strong conviction about the impact others have on positive or negative consequences of events and reacting with fear and anger co-exists with destructive adolescent coping strategies.

scholarly journals METACOGNITIVE STRATEGIES IN TEACHING SPEAKING AT JUNIOR HIGH SCHOOL

2019 ◽  
Author(s):  
Muhammad Idris
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
School Students ◽  
Post Test ◽  
Speaking Skills

This research aimed to find out the student ability in speaking at students at Junior High School 2 Panca Rijang and this study is the result of a report from a case study on the effect of metacognitive teaching on speaking ability of low-ranking junior high school students, the metacognitive strategy influences students' speaking achievement, namely by conducting a pre-test in one group and the design of the post-test was conducted to support the findings in the results of learning speaking after training. In design, observation and qualitative questionnaires were conducted to see the process of students in learning speaking procedural knowledge of metacognition in speaking. This research applying metacognitive strategies that are developed as a way of learning. Subject, selected by simple random sampling, are 20 first grade junior high schools, Comparison of pre-test and post-test scores will show metacognitive strategy can help students who are less skilled improve their speaking skills. The results show the view that metacognitive strategy can help students with speaking skills who are less skilled improve their speaking skills, but from the overall results there still appear to be some limitations for those who are skilled with minimal results.

scholarly journals Hubungan Antara Hasil UAN SMP dengan Prestasi Belajar Peserta Didik SMA

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Iin Nurbudiyani ◽  
Muhammad Fatchurahman ◽  
Endang Sri Suyati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
Senior High School ◽  
School Students ◽  
Final Exam ◽  
Learning Achievement ◽  
Senior High School Students

The technique analysis data used is: a) Percentege analysis technique, to achieving or obtaining the clarity about The National Final Exam results of Junior High School and learning achievement of students at 1st and 2nd semester; and b) Correlation techniques of product moment used to see how far the variables that are related to each other. The result of this research was: (1) the first grade students at 1st semester of Senior High School which have good exam results is relatively small, while the students which have less The National Final Exam result is relatively small also. Therefore it can be said that Senior High School students from The National Final Exam results of Junior High School is relatively quite enough; (2) The first grade students at 1st semester of Senior High School which have good achievement is relatively small, while the students which have less achievement is relatively small also. Therefore it can be said that learning achievement of Senior High School students at 1st semester is relatively quite enough; (3) the first grade students at 2nd semester of Senior High School which have good achievement is relatively small, while the students which have less achievement is relatively small also. Therefore it can be said that learning achievement of Senior High School students at 2nd semester is relatively quite enough; (4) There is significant relationship between The National Final Exam results of Junior High School and students at the 1st and 2nd semester learning achievement of Senior High School.

scholarly journals Selection of odors to assess the personality traits for Japanese junior high school students-Relation with affections evoked by odors.

1995 ◽  
Vol 31 (1) ◽  
pp. 71-73 ◽  
Author(s):  
Saho AYABE ◽  
Shinji SATOH ◽  
Chiemi TANIGAWARA ◽  
Yukari WATANABE ◽  
Ichiyou MATSUZAKI ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Selection Of

scholarly journals AN ANALYSIS OF ENGLISH TEXTBOOK IN THE FIRST GRADE OF JUNIOR HIGH SCHOOL

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Tyas Desita Wengrum
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
Nominal Group ◽  
School Students ◽  
Reading Text ◽  
Text Reading ◽  
Textual Meaning

This research is attempted to analyze text reading from two different textbook publishers, Erlangga and Yudhistira Ghalia in the first grade of Junior High School. Those two textbooks are designed based on Curriculum 2013. The analysis is focused on the three aspects of Systemic Functional Linguistics; ideational meaning (transitivity), interpersonal meaning (mood structure), and textual meaning (theme-rheme). Those three aspects are used to analyze the contents of text reading in those two textbooks. In addition, clause complex, nominal group and lexis are used to find out the readability of those two textbooks that used by Junior High School students. These data analyzed by triangulation method. To analyze the data, the researcher used domain analysis, taxonomy analysis, componential analysis, and theme- culture analysis. The finding showed that content of reading text in Erlangga’s book is more detail in describing an object than Yudhistira Ghalia’s book. It can be concluded that Yudhistira Ghalia’s Book is more difficult and complicated for students of Junior High School than Erlangga’s book.

Sign in / Sign up

Export Citation Format

Share Document