scholarly journals Test Coping Strategies and Perceived Academic Competence in Improved Academic Performance of Junior High School Students:

2008 ◽  
Vol 56 (1) ◽  
pp. 72-80 ◽  
Author(s):  
MIKI TOYAMA ◽  
MANABU ICHIHARA
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Coping Strategies ◽  
Junior High School ◽  
Junior High ◽  
Academic Competence ◽  
Junior High School Students ◽  
School Students

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.

The interaction effect of time beliefs and interests in learning on academic performance among Japanese junior high school students

2016 ◽  
Vol 28 (1) ◽  
pp. 50-59 ◽  
Author(s):  
Ryo Ishii ◽  
Ryuichi Tamai ◽  
Masaki Kera
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Science ◽  
Junior High School ◽  
Interaction Effect ◽  
Junior High ◽  
Junior High School Students ◽  
Future Perspective ◽  
School Students

The present study investigated the interaction effect of time beliefs and interests in learning on the academic performance among Japanese junior high school students. We conducted a secondary analysis of a social science study whose data was provided by the Social Science Japan Data Archive. A total of 1672 junior high school students took an achievement test and responded to questionnaires that included items about time beliefs and interest in learning. The results of hierarchical multiple regression analysis showed that hedonists’ academic performance was worse than ascetics’. However, the results also showed that interests in learning had a positive influence on academic performance, and this effect was stronger for hedonists than for ascetics. These results indicate additional positive aspects of concentrating on the present time in the field of learning, and these findings may be helpful for students who do not have a future perspective.

scholarly journals Attitudes, Study Habits, and Academic Performance of Junior High School Students in Mathematics

2019 ◽  
Vol 14 (3) ◽  
Author(s):  
Jonathan Olores Etcuban ◽  
Reylan Capuno ◽  
Renante Necesario ◽  
Raymond Espina ◽  
Gengen Padillo ◽  
...  
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Study Habits ◽  
Junior High School Students ◽  
School Students
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