REASONS FOR CONFLICTS BETWEEN STUDENTS OF VOCATIONAL HIGH SCHOOLS

This study aims to determine the reasons for conflict between the female and male students attending 11th grade at the vocational and technical Anatolian high school in Bağcılar, Istanbul in the school year of 2016-2017, and to understand whether such reasons significantly vary depending on sex, age, the field of study, the level of satisfaction with the field of study, academic achievement, level of education of parents and the level of income of the family. The study uses survey model. It was conducted on 339 subjects, consisting of 178 females and 161 males were selected by stratified sampling method.The study used, as data collection tool, “Scale of Reason of Conflicts Between Students” to determine the reasons for conflict between students. The data collected were analyzed for arithmetic mean, standard deviation and by using t test, Anova test and Kruksal Wallis analysis, employing SPSS package software. As shown by the results from the study, among the reasons for conflict between vocational high school students, the level of the reasons for conflict which is related to school and school administration is “low”, the level of those which is related to teachers and those which is related to self and other students is “high” while the level of these reasons combined is “moderate”. An examination of the reasons for conflict between vocational high school students showed that the teachers-related reasons for conflict have the highest values while the lowest values were for the school- and school administration-related reasons for conflict. The reasons for conflict between high school students do not significantly vary depending on the variables such as age, father’s level of education and level of income of the family while they significantly vary depending on the variables such as sex, field of study, the level of satisfaction with the field of study, academic achievement, mother’s level of education. Accordingly, it was revealed that there is a significant difference between the levels of the perceived reasons for conflict between female and male students, which is in favour of female students. The reasons for conflict perceived by the students studying in the field of social sciences is more positive than those perceived by the students studying in the field of sciences. The vocational high school students whose answer was “very satisfied” with the reasons for conflict were more positive than those whose answer was “not satisfied at all”. The vocational high school students who responded with the answer of “very successful” were more positive than those who responded with the answer of “very unsuccessful” in terms of reasons for conflict. The vocational high school students whose mothers are university graduates were more positive than those whose mothers are illiterate. Keywords: School, student, adolescent, vocational high school, reasons for conflict

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Effect of Personal Characteristics on Chinese High School Students' Internet Self-Efficacy

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2013.41.10.1717 ◽

2013 ◽

Vol 41 (10) ◽

pp. 1717-1724 ◽

Cited By ~ 1

Author(s):

Yan Li ◽

Qianziang Zhao

Keyword(s):

High School ◽

High School Students ◽

Self Efficacy ◽

Personal Characteristics ◽

Rural Students ◽

Male Students ◽

School Students ◽

Level Of Education ◽

Chinese High School Students ◽

High Level

We explored the relationship between personal characteristics and Internet self-efficacy (ISE) in Chinese high school students. Hsu and Chiu's (2004) ISE scale was completed by 496 randomly selected students from 7 high schools. Results indicated that their ISE was moderately high and that urban students had higher ISE than did rural students, male students had higher ISE than did female students, students who had a computer at home had higher ISE than did students who did not, and students whose parents had a high level of education had higher ISE than did students whose parents had a low level of education.

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The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v15i6.1928 ◽

2014 ◽

Vol 15 (6) ◽

Cited By ~ 4

Author(s):

Christoph Randler ◽

Mehmet Barış Horzum ◽

Christian Vollmer

Keyword(s):

High School ◽

High School Students ◽

Distance Learning ◽

Male Students ◽

Vocational High School ◽

School Students ◽

Learning Anxiety ◽

Significant Difference ◽

Two Measures ◽

Self Administered Questionnaire

<p>There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are associated with age, gender, occupation, chronotype and personality in a Turkish vocational high school students sample. Two measures of individual differences were implemented: chronotype (morningness/eveningness preference) and BIG-5 dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness). Seven hundred and sixty-nine vocational high school students from Turkey filled out a self-administered questionnaire. Evening types, older, and female students had higher distance learning willingness scores than morning types, younger, and male students. No significant difference was found between chronotype groups with respect to distance learning anxiety. Furthermore, extraverted students reported a lower distance learning anxiety. Openness to experience was associated with high distance learning willingness. We conclude that evening types may benefit from distance learning more than other types.</p>

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

European Psychologist ◽

10.1027/1016-9040.11.4.268 ◽

2006 ◽

Vol 11 (4) ◽

pp. 268-276 ◽

Cited By ~ 2

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.

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Career Aspiration and Expectation for Taiwanese Vocational High School Students

PsycEXTRA Dataset ◽

10.1037/e654432012-001 ◽

2012 ◽

Author(s):

Yung-Tim Chang ◽

Yao-Ting Sung

Keyword(s):

High School ◽

High School Students ◽

Career Aspiration ◽

Vocational High School ◽

School Students

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Vocational High School Students' Autonomy and Perceived Control in Learning: A Model of Motivation and Learning Behaviors in Taiwan

PsycEXTRA Dataset ◽

10.1037/e711022011-001 ◽

2011 ◽

Author(s):

Chi-Chau Lin ◽

Chih-Ling Hsieh

Keyword(s):

High School ◽

High School Students ◽

Perceived Control ◽

Vocational High School ◽

School Students ◽

Learning Behaviors ◽

Motivation And Learning

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EFEKTIVITAS METODE DEMONSTRASI DALAM MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH MENENGAH KEJURUAN PADA PENGAJARAN SISTEM KOLOID

JURNAL PENELITIAN BIDANG PENDIDIKAN ◽

10.24114/jpp.v19i1.3044 ◽

2013 ◽

Vol 19 (1) ◽

pp. 28

Author(s):

Hamda Situmorang ◽

Manihar Situmorang

Keyword(s):

High School ◽

High School Students ◽

Abstract Concept ◽

Vocational High School ◽

School Students ◽

Lecture Method ◽

Colloid System ◽

Before And After ◽

The Right ◽

And Control

Abstract Implementation of demonstration method in the teaching of chemistry is assigned as the right strategy to improve students’ achievement as it is proved that the method can bring an abstract concept to reality in the class. The study is conducted to vocational high school students in SMKN1 Pargetteng getteng Sengkut Pakfak Barat at accademic year 2013. The teaching has been carried out three cycles on the teaching of chemistry topic of colloid system. In the study, the class is divided into two class, experiment class and control class. The demontration method is used to teach students in experimental class while the teaching in control class is conducted with lecture method. Both are evaluated by using multiple choise tests before and after the teaching procedures, and the ability of students to answer the problems are assigned as students’ achievements. The results showed that demonstration method improved students’ achievement in chemistry. The students in experimental class who are taughed with demonstration method (M=19.08±0.74) have higher achievements compare with control class (M=12.91±2.52), and both are significantly different (tcalculation 22.85 > ttable 1.66). The effectivity of demostration method in experimental class (97%) is found higer compare to conventional method in control class (91%).

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