scholarly journals The Relationship between Secondary School Students’ Writing Attitudes and Anxiety and Writing Disposition

2021 ◽  
Vol 9 (2) ◽  
pp. 136
Author(s):  
Berna Urun Karahan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Attitude Scale ◽  
School Students ◽  
Writing Anxiety ◽  
Teaching Language ◽  
Significant Difference ◽  
Writing Attitudes ◽  
The Relationship ◽  
Academic Year

Literacy is an important result of language teaching. Language skills are like the pieces of a whole. The accurate acquisition of these skills, which are needed to be used effectively by individuals both in their social and educational life, is equally valuable. Writing is a skill that is acquired and developed mostly during the learning process among these skills. Writing requires not only recognizing the letters and language rules but also understanding and internalizing oneself and the environment. Therefore, emotions, opinions and experiences regarding this skill should be emphasized. The aim of this study is to review the relationship between secondary school students’ writing attitudes and anxieties, and writing dispositions. The study group of the study included secondary school students who were randomly selected in the center of Kars, Turkey in the 2019-2020 academic year. Data were collected using “the Attitude Scale towards Writing for Secondary School Students”, “the Writing Disposition Scale”, and “the Writing Anxiety Scale for secondary school Students”. The results showed that secondary school students’ writing attitudes, dispositions and anxieties did not produce a significant difference based on the variable of gender.

scholarly journals Examination of Social Media Attitudes and Loneliness Levels of Secondary Education Students with Regard to Gender and Sport

2018 ◽  
Vol 7 (5) ◽  
pp. 54
Author(s):  
Gaye Erkmen ◽  
Mehmet Altin
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Secondary School Students ◽  
Personal Information ◽  
Attitude Scale ◽  
Education Students ◽  
School Students ◽  
Test Analysis ◽  
Significant Difference ◽  
Students Attitudes

The purpose of the study was to examine secondary school students' attitudes towards social media and their loneliness levels in terms of gender and whether they do sports or not. The sample of the study consisted of 175 female and 269 male secondary school stıdents. To collect data personal information form, Social Media Attitude Scale (Otrar ve Argın, 2013) and UCLA Loneliness Scale (Russell, Peplau, & Cutrona, 1980) were used to in this study. Independent t test analysis was conducted to examine whether the participants' social media attitudes and loneliness levels differed with regard to gender and do sport. According to the results, there was no significant difference in social media attitudes (t = -.832, p > .05) with regard to gender. However, loneliness levels of the participants seems to be significantly different with regard to gender (t = -6.513, p = .000). When the participants were examined whether they do sports or not, there was not any significant difference in social media attitudes (t = -.427, p> .05). However, the levels of loneliness was significantly found to be different in terms of doing sports or not (t = -3.675, p = .000). Furthermore, there was not a significant relationship between social media attitudes and loneliness (p > .05). It can be concluded that sport and regular physical activity can be considered as a means to provide environments where individuals will feel far away from the feeling of loneliness and that they will feel themselves more valuable. 

STUDY OF PUNCTUALITY AMONG SCHOOL GOING ADOLESCENTS IN RELATION TO THEIR HOME ENVIRONMENT

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Sandeep Kataria
Keyword(s):  
Secondary School ◽  
Home Environment ◽  
Significant Relationship ◽  
Secondary School Students ◽  
Urban Adolescents ◽  
Rural Adolescents ◽  
School Students ◽  
Rural And Urban ◽  
Significant Difference ◽  
The Relationship

The main objective of the present study was to find out the relationship between Punctuality and Home Environment among school going adolescents. To achieve this objective, Punctuality and home environment Scale developed by the investigator were used. The sample consisted of 100 Government Secondary School students of 9th Class were selected randomly from Sri Muktsar Sahib District of Punjab, India. The sample was equally categorized between Boys- Girls and Rural- Urban students. The results revealed that there exists significant relationship between Punctuality and Home Environment among school going adolescents. It is also found out that urban adolescents are more punctual as compare to rural adolescents. No significant difference was found among rural and urban adolescents as well as boys and girls on the variable of Home environment.

scholarly journals Academic Achievement of Secondary School Students In Relation To Their Problem Solving Ability and Examination Anxiety

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Ms. Preeti Bala ◽  
Ms. Kausar Quraish Shaafiu
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Survey Method ◽  
School Students ◽  
Significant Difference ◽  
The Difference ◽  
Descriptive Survey ◽  
The Relationship

With special reference to Maldives the secondary school student’s academic achievement is studied in the present study in relation to their problem solving ability and examination anxiety. In the present study descriptive survey method was used to obtain pertinent and precise information. The objectives of the study were to explore the relationship between academic achievement and examination anxiety and the relationship between academic achievement and problem solving ability. Study also evaluated the difference of female and male student’s academic achievement, problem solving ability and examination anxiety. The sample of the study consists of 200 secondary school students of Maldives. 100 males and 100 females were randomly selected to participate in the study. Two standardized questionnaire and previous years mark sheet of the participants collected as data for the research. Examination Anxiety scale and Problem Solving Ability scale were administered on 10 different secondary schools of Maldives. The study concluded that there exists no significant difference between male and female students in academic achievement, problem solving ability and examination anxiety. The study also revealed that there exists a positive correlation between academic achievement and problem solving ability and also showed that there exists a negative correlation between examination anxiety and academic achievement.

The relationship between students’ ecocentric, anthropocentric and antipathic attitudes towards the environment and their academic achievement

2015 ◽  
Vol 1 (2) ◽  
pp. 61
Author(s):  
Naim Uzuni ◽  
Kurtuluş Atli ◽  
Cem Saraç ◽  
Necdet Sağlam ◽  
Semran Sağlam
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Environmental Attitude ◽  
School Students ◽  
Academic Achievements ◽  
Significant Difference ◽  
The Relationship

<p>The purpose of the current study is to determine the relationship between secondary and high school students’ ecocentric, anthropocentric and antiphatic attitudes towards the environment and their academic achievement. The study was conducted with the participation of totally 854 students attending secondary and high schools in the city of Aksaray in the spring term of 2013-2014 school year. In the collection of the data, “Ecocentric, Anthropocentric and Antipathic Environmental Attitude Scale” developed by Thompson and Barton (1994) and adapted to Turkish by Erten (2007) was used. In the analysis of the data, one-way variance analysis and Pearson Correlation analysis were conducted. At the end of the study, a significant difference was found in the ecocentric attitude mean scores of the secondary school students in favor of the students having higher academic achievement (F=3.161; p&lt;.05) and a significant difference was found in the antipathic attitude scores of the students in favor of those having lower academic achievement (F=14.700; p&lt;.001). No significant difference based on the students’ academic achievement was found in the students’ anthropocentric attitude scores (F=.755; p&gt;.05). The high school students’ ecocentric, anthropocentric and anthipatic attitude scores were found to be not significantly varying depending on their academic achievement (F=.749, .287 and 2.113; p&gt;.05, respectively). On the other hand, a low and positive correlation was found between the secondary school students’ academic achievements in Science and Social Studies courses and their ecocentric attitude scores (r=.139, .144; p&lt;.01, respectively) and a negative correlation was found with their achievements and antipathic attitude scores (r=-.242, -.284; p&lt;.001, respectively). No significant correlation was found between their achievements in these courses and anthropocentric attitude scores. A low and positive correlation was found between the high school students’ ecocentric attitude scores and their academic achievement in Geography course (r=.126; p&lt;.05). A low and negative correlation was found between the students’ antipathic attitude scores and their achievements in Biology course (r=-.237; p&lt;.01), in Chemistry course (r=-.145; p&lt;.05) and in Geography course (r=-.128; p&lt;.05). No significant correlation was found between the students’ anthropocentric attitude scores and their achievements in these courses. No significant correlation was found between the students’ anthropocentric and antipathic environmental attitudes and their academic achievements in Physics and Health Knowledge courses. In light of the findings of the study, some suggestions were made.</p><p>Keywords: ecocentric, anthropocentric and antipathetic attitude, environmental attitude, secondary school, high school, academic achievement</p>

scholarly journals The Examination of the Relationship between the Secondary School Students’ Habit of Reading and Their Reading Anxiety

2020 ◽  
Vol 6 (1) ◽  
pp. 293 ◽  
Author(s):  
Hilal Tonka ◽  
Sıddık Bakır
Keyword(s):  
Secondary School ◽  
Primary Schools ◽  
Quantitative Research ◽  
Secondary School Students ◽  
Reading Habits ◽  
School Students ◽  
Quantitative Research Methods ◽  
Reading Anxiety ◽  
Significant Difference ◽  
The Relationship

This study aims to investigate the relationship between reading habits and reading anxiety of secondary school students. In this research, the relational survey model of quantitative research methods was used. The research population consists of students who study at primary schools in the Palandöken district of Erzurum province in the 2019-2020 academic year. The research sample consists of students studying at a secondary school in Palandöken district, including 358 student participants. The research data was collected using two scales. According to the findings, while the gender variable made a significant difference in the reading habits of the students, it did not make a significant difference in reading anxiety. In terms of other sub-problems, the variables of grade, watching television, and going to the library differ significantly in terms of students’ reading habits and reading anxiety. While there was no significant difference in terms of the mother’s educational level variable, there was a significant difference in favor of the students whose father graduated from secondary education. In addition, it was found that there was a negative correlation between reading habits and reading anxiety of secondary school students, and that reading anxiety decreased when students’ reading habits increased.

scholarly journals Relationship between English Language Related Academic Stress and English Language Anxiety of Secondary School Students

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Beena Nandakumar ◽  
Dr. K. V. Jeeva Rathina
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Academic Stress ◽  
Language Anxiety ◽  
Medium Of Instruction ◽  
School Students ◽  
Significant Difference ◽  
Test Of Significance ◽  
The Relationship

The present study aim to explore the relationship between English language related academic stress and English language anxiety of secondary school students. Data were collected from a stratified random sample of 312 secondary school students by administering the English Language Related Academic Stress Scale, and English Language Anxiety Scale. Statistical techniques such as t-test, product moment correlation, and two tailed test of significance for the differences between two independent coefficients of correlation were used for data analyses. Gender, medium of instruction, and levels of achievement in English were found to have significant effect on the English language related academic stress of secondary school students. English language related academic stress and English language anxiety of secondary school students were found to be correlated significantly and positively. While there was significant difference between boys and girls in the degree of relationship between the variables, neither the medium of instruction nor the levels of achievement in English was found to be decisive in discriminating the groups based on the degree of relationship between the variables.

scholarly journals ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS LIFE SKILL EDUCATION IN BALASORE DISTRICT

2021 ◽  
Vol 8 (65) ◽  
pp. 15231-15239
Author(s):  
Satyabrata Das
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Research Work ◽  
Attitude Scale ◽  
T Test ◽  
Survey Method ◽  
Life Skill ◽  
School Students ◽  
Significant Difference

Today’s children live in a very complex environment. They are exposed to various problems in their adolescence period like smoking, alcoholism, drug abuse, sexual abuse, poverty and early pregnancy etc. To face all these challenges, life skill education plays an important role. So life skill education finds a special place in today’s school curriculum. Therefore there is a need to study the attitude of secondary school students towards Life skill education. Hence, the study was taken with two objectives:(1) To study the attitude of secondary students towards life skill education.(2) To compare the attitudinal score towards life skill education between boys and girls. In order to study the above objective the researcher took 100 sample that is 50 boys and 50 girls from Balasore district through random sampling. The descriptive survey method was used by the investigator to carry out research work. He used a 5 point attitude scale by following the Likert attitude scale for the data collection. For the statistical analysis of data the researcher used mean, standard deviation, inferential statistics and ‘t’ test. Results revealed that there is a positive attitude of secondary school students towards life skill education. And another interpretation through ‘t’ test revealed that there is significant difference between the attitude of boys and girls towards life skill education. Thus, the above result clearly revealed that the life skill education has large impact on secondary school students and the girls attitude was better than the boys towards life skill education.

scholarly journals Investigation of writing tendencies of secondary school students with regards to various variablesOrtaokul öğrencilerinin yazma eğilimlerinin farklı değişkenler açısından incelenmesi

2015 ◽  
Vol 12 (2) ◽  
pp. 909
Author(s):  
Fatih Kana ◽  
Durmuş Özbaşı ◽  
Süleyman Ünlü
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Female Students ◽  
The State ◽  
Reading Group ◽  
School Students ◽  
Significant Difference ◽  
Descriptive Survey ◽  
Academic Year

<p>The purpose of this study is to investigate writing tendencies of secondary school students with regards to different variables. Descriptive survey model was used in the study to find out students’ general writing tendencies. Writing Tendency Inventory which was adapted into Turkish by İşeri and Ünal (2010)  and which has 21 items, was used in this study. The sampling of this study consists of 1145 secondary school students in 2013-2014 academic year. T-test and one-way variance analysis were used in the analysis of the collected data in this study. The findings of this study reveal that there has been a significant difference in students’ writing tendencies depending on their classes, gender, their state of keeping or not keeping a diary, the number of the books that they read in the former year, the reading group that they feel they belong to  and the state of their liking or not liking to read. As a conclusion of the study, it can be suggested that secondary students’ writing tendencies (with regards to reliance, passion and continuity sub-dimensions) are higher at first years compared to other classes (especially at the 5th year) and they have more tendency to write.  Besides, female students were found to have higher writing tendencies, and it can also be suggested that writing tendency is closely related to the number of read books, the state of keeping or not keeping a diary or the state of liking or not liking to read.</p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmanın amacı ortaokul öğrencilerinin yazma eğilimlerini çeşitli değişkenler açısından incelemektir. Araştırma öğrencilerin genel yazma eğilimlerinin araştırılması bakımından betimsel türde tarama modelinde bir araştırmadır. Çalışmada öğrencilerin okuma yazma eğilimlerini tespit etmek amacıyla İşeri ve Ünal (2010) tarafından Türkçe ’ye uyarlanan 21 maddeden oluşan yazma eğilimi ölçeği kullanılmıştır. Araştırmanın çalışma grubunu 2013-2014 eğitim öğretim yılında öğrenim görmekte olan 1145 ortaokul öğrencisi oluşturmaktadır. Verilerin analizinde t-testi ve tek yönlü varyans analizi kullanılmıştır. Araştırmanın bulgularına göre, öğrencilerin yazma eğilimleri okudukları sınıf, cinsiyet, günlük tutup tutmamaları, son bir yıl içerisinde okudukları kitap sayısı, kendilerini hissettikleri okuyucu grubu, yazmayı sevip sevmedikleri bakımından anlamlı fark bulunmuştur. Çalışmanın sonucu olarak, yazma eğilimi (güven, tutku ve süreklilik alt boyutlarında) ortaokul öğrencilerinin ilk yıllarında (özellikle beşinci sınıfta) diğer sınıflara göre daha yüksek olduğu, öğrencilerin yazmaya daha yatkın olduğu söylenebilir. Ayrıca kız öğrencilerin yine yazma eğilimlerinin daha yüksek odluğu; yazma eğiliminde okunan kitap sayısının, günlük tutmanın ve yazmayı sevmenin etkili olduğu araştırma sonucuna söylenebilir.</p>

scholarly journals An Investigation into the Relationship between Secondary School Students’ Self-Learning Using Technology and Test Anxiety

2021 ◽  
Vol 9 (4) ◽  
pp. 61
Author(s):  
Hatice Gülmez Güngörmez
Keyword(s):  
Secondary School ◽  
Test Anxiety ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Spring Semester ◽  
School Students ◽  
Significant Difference ◽  
Learning With Technology ◽  
The Relationship ◽  
Self Learning

This study aims to investigate the relationship between secondary school students’ self-learning with technology and test anxiety. The study was conducted using a correlational survey model. The participants of this study are made up of 128 students of 7th and 8th grade, studying in three secondary schools in Adıyaman province of Turkey in the spring semester of the 2019-2020 academic year. “The Self-Directed Learning with Technology Scale for Young Students” adapted to Turkish by Demir and Yurdugül (2013) and “Test Anxiety Inventory” adapted to Turkish by Öner (1990) were used for collecting the data. Independent groups t-test and Pearson Correlation test were used to analyze the data. The analyses showed no significant difference between self-learning of secondary school students using technology regarding their gender and grade. However, there was a significant relationship between the students’ grades and their test anxiety. The “test anxiety inventory” consisted of two subscales, “delusion” and “affectivity”. There was a significant difference between students’ delusion and affectivity subscales. In this consideration, the 8th graders had a higher test anxiety than the 7th grader’. The Pearson correlation indicated that there was a positive and significant correlation between self-learning using technology and test anxiety of the secondary school students (p<.01).

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