scholarly journals Aspiraciones profesionales y universitarias de estudiantes de grado once de bachillerato de una institución educativa pública de Cali/Professional and college aspirations among 11 th grade high school students in Cali

2019 ◽  
Vol 30 (3) ◽  
pp. 10
Author(s):  
HAROLD MANZANO-SÁNCHEZ ◽  
Esther Judith Mulford Ramírez ◽  
Piedad Cristina Upegui
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Educational Institutions ◽  
College Aspirations ◽  
School Students ◽  
Low Performance ◽  
Professional Aspirations ◽  
Las Mujeres

RESUMENEste estudio buscó determinar el establecimiento de cambios en la autoeficacia y las aspiraciones profesionales y universitarias de estudiantes de grado once de bachillerato como resultado del desempeño en las pruebas Saber 11. Así mismo, identificar la relación entre la autoeficacia y los resultados de las pruebas Saber 11; y a su vez, si el género y los resultados de las pruebas Saber 11 predicen las aspiraciones profesionales y universitarias de los estudiantes. El carácter inferencial del estudio permitió contrastar la autoeficacia y las aspiraciones de una muestra representativa de 55 estudiantes antes de haber recibido los resultados de las pruebas Saber 11 y 38 estudiantes después de obtener el resultado. La autoeficacia y las aspiraciones universitarias cambiaron como resultado del desempeño bajo en las pruebas Saber 11; mientras que las aspiraciones profesionales se mantuvieron relativamente estables. A diferencia de otros estudios, no se encontró relación entre la autoeficacia y el desempeño académico de los estudiantes. El género fue una variable interviniente de las aspiraciones profesionales; las mujeres eligieron carreras de salud, psicología, comunicación social y administración de empresas y los hombres ingenierías, arquitectura y educación. Se analizó también el rol de las instituciones educativas en la orientación profesional de los estudiantes.  ABSTRACT The aim of this study is to determine the establishment of changes in the self-efficacy and professional and college aspirations of high school students as a result of the performance of the Saber 11 tests. Also, to identify the relationship between self-efficacy and the results of the Saber 11 tests; and in turn, if the variable gender and the results of the Saber 11 tests predict the professional and college aspirations of the students. The inferential nature of the study allowed us to contrast self-efficacy and aspirations of 55 students’ sample size before and 38 students after having received the results of the Saber 11 tests. Self-efficacy and college aspirations changed as a result of low performance in the Saber 11 tests; however, there is not variation in professional aspirations. Unlike other studies, no relationship was found between self-efficacy and academic performance. Gender was an intervening variable of professional aspirations; females tend to choose health careers, psychology, social communication and administration, whereas men engineering, architecture, and education. The role of educational institutions in college readiness was also discussed.

scholarly journals Developing Self-Efficacy and Behavioral Intentions Among Underrepresented Students in STEM: The Role of Active Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Sophie Kuchynka ◽  
Tina V. Reifsteck ◽  
Alexander E. Gates ◽  
Luis M. Rivera
Keyword(s):  
High School ◽  
High School Students ◽  
Active Learning ◽  
Self Efficacy ◽  
Underrepresented Students ◽  
High Status ◽  
School Students ◽  
Underrepresented Groups ◽  
Scientific Innovation

Increasing academic participation among students from ethnic-racial underrepresented groups in STEM yields societal benefits including ameliorating economic ramifications of the labor shortages in STEM, improving scientific innovation, and providing opportunity, access, and participation in high-status STEM fields. Two longitudinal studies with students from underrepresented groups investigated the role of active learning interventions in the development of STEM self-efficacy and intentions to pursue STEM in the future. Study 1 longitudinally tracked high school students participating in a 4-week geoscience program that applied active learning techniques ranging from hands on experiments to peer discussion. High school student participants displayed increases in self-efficacy and STEM intentions from the start to completion of the program, an effect that was observed exclusively among those who reported strong program quality. Study 2 examined the role of mentorship effectiveness with a sample of community college STEM students interested in transferring to a 4-year college. Students’ relatively strong self-efficacy and STEM intentions at the start of the semester remained stable through the end of the semester. Altogether, the present research highlights the role of positive, inclusive educational climates in promoting STEM success among students from underrepresented group members.

scholarly journals Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Andrew J. Martin ◽  
Rebecca J. Collie ◽  
Robin P. Nagy
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Self Efficacy ◽  
Job Demands ◽  
Learning Support ◽  
School Students ◽  
Personal Resource ◽  
The Relationship

The present study investigated the role of adaptability in helping high school students navigate their online learning during a period of COVID-19 that entailed fully or partially remote online learning. Drawing on Job Demands-Resources theory and data from a sample of 1,548 Australian high school students in nine schools, we examined the role of adaptability in predicting students’ online learning self-efficacy in mathematics and their end of year mathematics achievement. It was found that beyond the effects of online learning demands, online and parental learning support, and background attributes, adaptability was significantly associated with higher levels of online learning self-efficacy and with gains in later achievement; online learning self-efficacy was also significantly associated with gains in achievement—and significantly mediated the relationship between adaptability and achievement. These findings confirm the role of adaptability as an important personal resource that can help students in their online learning, including through periods of remote instruction, such as during COVID-19.

The role of social media in shaping first-generation high school students' college aspirations: A social capital lens

2013 ◽  
Vol 63 ◽  
pp. 424-436 ◽  
Author(s):  
Donghee Yvette Wohn ◽  
Nicole B. Ellison ◽  
M. Laeeq Khan ◽  
Ryan Fewins-Bliss ◽  
Rebecca Gray
Keyword(s):  
High School ◽  
Social Capital ◽  
Social Media ◽  
High School Students ◽  
First Generation ◽  
College Aspirations ◽  
School Students
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