scholarly journals Identity profiles and digital engagement among Finnish high school students

2018 ◽  
Vol 12 (1) ◽  
Author(s):  
Rasmus Mannerström ◽  
Lauri Hietajärvi ◽  
Joona Muotka ◽  
Katariina Salmela-Aro
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Competence ◽  
School Students ◽  
Identity Exploration ◽  
Ict Use ◽  
Digital World ◽  
Digital Engagement ◽  
First Time ◽  
Identity Task

Developing a stable personal identity is considered a more precarious task in today’s society than hitherto. Skilful digital engagement may, however, constitute a valuable asset in necessary identity exploration and commitment. Applying a person-oriented approach, we examined for the first time how identity profiles are associated with digital engagement, operationalized as digital competence, gaming seriousness, type of internet activity and excessive ICT use. After controlling for gender, life satisfaction and parental SES, this study of a Finnish high school sample (N = 932) revealed that adolescents with future commitments and some exploration of options (achievement, searching moratorium) were the most advanced in digital skills and, in the former case, least prone to excessive ICT use. By contrast, adolescents desperately trying to solve the identity task (ruminative moratorium) scored highest on friendship-driven internet activity and excessive ICT use, whereas diffused individuals had the weakest digital competence. No differences between the profiles emerged regarding gaming and interest-driven internet activity. The results suggest that the digital world and related devices are purposeful tools for shaping and maintaining healthy identity commitments.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

scholarly journals Emerging Adulthood: An Intersectional Examination of the Changing Life Course

2019 ◽  
Vol 15 (4) ◽  
pp. 14-33
Author(s):  
Shauna A. Morimoto
Keyword(s):  
High School ◽  
High School Students ◽  
Emerging Adulthood ◽  
Life Course ◽  
School Students ◽  
Identity Exploration ◽  
Race And Gender ◽  
Adult World ◽  
And Gender ◽  
The Life Course

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.

scholarly journals Digital Literacy of STEM Senior High School Students: Basis for Enhancement Program

2020 ◽  
Vol 3 (2) ◽  
pp. 105
Author(s):  
Hazel B. Baterna ◽  
Teodolyn Deanne G. Mina ◽  
Danilo Villar Rogayan
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
Media Analysis ◽  
Senior High School ◽  
School Students ◽  
Digital World ◽  
Significant Difference ◽  
Senior High School Students

Digital literacy promotes students’ competitiveness and better opportunity in today’s digital world and in the fourth industrial revolution (FIRe). This descriptive-survey research determined the digital literacy of science, technology, engineering & mathematics (STEM) senior high school students. A total of 130 respondents from two state-owned public high schools in Zambales, Philippines answered the digital literacy survey questionnaire. Results revealed that a typical STEM respondent came from school B, aged between 15-17, female and currently Grade 11. The STEM students are digitally literate to some extent in terms of access and evaluation of information; utilization and management of information; media analysis; creation of media products; effective application of technology; and interaction through technology. There is a significant difference in the extent of digital literacy of students when grouped according to sex and grade level. Moderate significant relationship exists across all domains digital literacy. The study recommends the implementation of the proposed digital literacy working group to enhance students’ digital proficiency and to equip them with the challenges of the FIRe. Teachers may likewise utilize digital devices and information effectively and responsibly towards developing digitally literate citizens.

scholarly journals Bridging the Internal Gap: Special Collections and “In-Reach”

2015 ◽  
Vol 16 (1) ◽  
pp. 35-47
Author(s):  
Charlotte Priddle
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Community Groups ◽  
Outreach Programs ◽  
The Past ◽  
Special Collections ◽  
Digital World ◽  
Diverse Communities ◽  
Internal Gap

Over the past decade, special collections professionals have attempted to break down barriers and attract new and different patrons through outreach programs to undergraduates, high school students, community groups, and others as a means of broadening our reach, widening the appeal of our materials, and ensuring our continued existence and relevance in an increasingly digital world. Our success at this endeavor can be seen in the ever-increasing rise in collaborations between faculty, students, and other members of our diverse communities written about and reflected upon in the literature.1 But while we have accomplished much with external audiences, it seems we . . .

DRINKING AND DRIVING AMONG HIGH SCHOOL STUDENTS IN BAC GIANG PROVINCE AND BINH THUAN PROVINCE

2016 ◽  
pp. 92-98
Author(s):  
Minh Tam Nguyen ◽  
Assailly Jean-Pascal
Keyword(s):  
High School ◽  
High School Students ◽  
Alcohol Consumption ◽  
Young People ◽  
Drinking And Driving ◽  
School Students ◽  
Key Words Alcohol ◽  
Cross Sectional ◽  
Typical Day ◽  
First Time

Background: Alcohol consumption and driving after drinking have become major public health problems worldwide. Time of first getting drunk is becoming earlier among young people and alcohol has become an important risk factor for injuries, especially traffic injuries among the youth. Objective: To assess the patterns of alcohol consumption and drink-driving behaviour of high school students aged from 15-18. Methods: A cross-sectional descriptive study was conducted among 2,625 high school students in 2 provinces of Bac Giang and Binh Thuan. Results: The average age of first time drinking was 14.4, the average age of first time getting drunk was 15.5. The proportion of students drinking in the past year was 25.9%, of which in Binh Thuan province was 17.6% and that in Bac Giang province was 33.2%. Among students who drank before, 80% of them reported of consuming from 1 to 2 drinks, while 8.6% reported consuming 3 or 4 drinks on a typical day when drinking. The reported rate of drink-driving among these students was 12.1%. Conclusion: Alcohol consumption and driving after drinking among high school students are alarming in Vietnam. The findings suggest an urgent need for a multi-sectorial approach to curtail drink driving among high school students in Vietnam as well as a need of developing an accessible model in the community to support young people to limit the drinking and drink-driving behavior. Key words: alcohol consumption, drink-driving, student

Connecting Research to Teaching: Teaching Trigonometric Functions: Lessons Learned from Research

2008 ◽  
Vol 102 (2) ◽  
pp. 144-150
Author(s):  
Keith Weber
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
Lessons Learned ◽  
Trigonometric Functions ◽  
High School Mathematics ◽  
School Students ◽  
Newtonian Physics ◽  
First Time

Trigonometry is an important subject in the high school mathematics curriculum. As one of the secondary mathematics topics that are taught early and that link algebraic, geometric, and graphical reasoning, trigonometry can serve as an important precursor to calculus as well as collegelevel courses relating to Newtonian physics, architecture, surveying, and engineering. Unfortunately, many high school students are not accustomed to these types of reasoning (Blackett and Tall 1991), and learning about trigonometric functions is initially fraught with difficulty. Trigonometry presents many first-time challenges for students: It requires students to relate diagrams of triangles to numerical relationships and manipulate the symbols involved in such relationships. Further, trigonometric functions are typically among the first functions that students cannot evaluate directly by performing arithmetic operations.

High school students’ role-playing for identity exploration: findings from virtual city planning

2019 ◽  
Vol 120 (9/10) ◽  
pp. 640-662 ◽  
Author(s):  
Aroutis Foster ◽  
Mamta Shah ◽  
Amanda Barany ◽  
Hamideh Talafian
Keyword(s):  
High School ◽  
High School Students ◽  
City Planning ◽  
Possible Selves ◽  
Role Playing ◽  
Virtual Learning Environment ◽  
School Students ◽  
Identity Exploration ◽  
Content Type ◽  
Virtual City

Purpose This paper aims to report findings for the following question, “What is the nature of high school students’ identity exploration as a result of exploring the role-possible selves of an environmental scientist and urban planner in a play-based course?” Projective reflection (PR) is served as a theoretical and methodological framework for facilitating learning as identity exploration in play-based environments. Design/methodology/approach From 2016-2017, 54 high school freshmen students engaged in virtual city planning, an iteratively refined course that provided systematic and personally relevant opportunities for play, curricular, reflection and discussion activities in Philadelphia Land Science, a virtual learning environment (VLE) and in an associated curriculum enacted in a science museum classroom. Participants’ identity exploration was anchored in targeted role-possible selves in science, technology, engineering and mathematics: environmental science and urban planning through in-game and in-class activities. This role-playing was made intentional by scaffolding students’ reflection on what they wanted to be in the future while thinking of their current selves and exploring novel role-possible selves. Findings In-game logged data and in-class student data were examined using quantitative ethnography (QE) techniques such as epistemic network analysis. Whole-group statistical significance and an illustrative case study revealed visual and interpretive patterns of change in students’ identity exploration. The change was reflected in their knowledge, interest and valuing, self-organization and self-control and self-perception and self-definition (KIVSSSS) in relation to the roles explored from the start of the intervention (starting self), during (exploring role-possible selves) and the end (new self). The paper concludes with directions to advance research on leveraging role-playing as a mechanism for fostering identity exploration in play-based digital and non-digital environments. Originality/value This paper leveraged VLEs such as games as forms of play-based environments that can present players with opportunities for self-transformation (Foster, 2014) and enculturation (Gee 2003; Shaffer, 2006) to support learner agency and participation in a constantly changing society (Thomas and Brown 2011). The authors introduce and apply novel theoretical and methodological approaches to the design and assessment of play-based environments and address pertinent gaps in the emergent area of learning and identity in VLEs

Facilitating and interpreting high school students’ identity exploration trajectories in STEM

2020 ◽  
pp. 1-19
Author(s):  
Mamta Shah ◽  
Aroutis Foster ◽  
Hamideh Talafian ◽  
Amanda Barany ◽  
Mark E. Petrovich
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Identity Exploration
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