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Journal articles on the topic 'Catholic girls' high school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Kudła, Lucyna. "Schools of the Basilian Sisters in Jaworów during the Galician autonomy 1867-1918." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 115–27. http://dx.doi.org/10.14746/bhw.2018.38.8.

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In the second half of the nineteenth century, Galicia became an autonomous province in Austria-Hungary. In addition to political reforms, changes in education were proposed. The Polish language and teaching Poland’s history were introduced to schools. Private schools for girls were also founded with the objective of raising their level of education and preparing them for academic studies. Schools run by religious congregations played a significant role here. The schools were run mainly by Catholic orders including the Basilian Sisters of the Ukrainian Greek Catholic Church (Ordo Sancti Basilii Magni). They had their convent in Jaworów in Galicia where they established an elementary school, a teachers’ school and a boarding school for girls. Ukrainian was the language of instruction. These religious schools operated according to the same principles as state schools, taught the same subjects and used the same textbooks. School authorities carried out inspections of religious schools on an annual basis. The schools enjoyed a good reputation and offered a high level of education.

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2

Romaniuk, Miłosz Wawrzyniec. "Samoocena młodych uczestników pełnomorskich rejsów a różne realizacje Szkoły pod Żaglami." Kwartalnik Pedagogiczny, no. 65/2 (October 9, 2020): 177–89. http://dx.doi.org/10.31338/2657-6007.kp.2020-2.10.

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The paper presents the results of research on the level of self-esteem of participants of high seas cruises that implement the idea of sail training and are a non-standard form of informal education. The study involved 124 people, including 65 girls and 59 boys aged 13 to 18 years old, who can be considered as youth with special educational needs. They were participants of the Krzysztof Baranowski School Under Sails in 2015 and 2016, the cruise of the 42nd General Secondary School in Warsaw in 2016 and the Catholic School Under Sails in 2017. The results show a statistically significant increase in the level of self-esteem measured with the SES scale. The level of self-esteem of participants after the cruise is significantly higher than that of their peers from standardisation groups. It can be assumed that various types of Schools Under Sails are an attractive way to educate young people.

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Blundell, Patricia. "An Aboriginal Studies Program For Year 11." Aboriginal Child at School 16, no. 2 (May 1988): 17–42. http://dx.doi.org/10.1017/s0310582200015327.

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To situate the Aboriginal Studies program I am designing, I would need to say that in a Year 11 course in Religious Education at a Catholic Girls’ Independent (non-systemic) High School in Brisbane, the Semester 2 area is Morality and Justice and involves a consideration of personal decision making, understanding stages of moral development, individual/personal moral issues and social, moral and justice issues. (I should add that the school is almost totally non-Aboriginal although it is multi-ethnic to the extent that it runs ESL classes at each year level).

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4

Bakal, Jacqueline. "Sharing Teaching Ideas: The Oral Quiz." Mathematics Teacher 96, no. 4 (April 2003): 277. http://dx.doi.org/10.5951/mt.96.4.0277.

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This article shares an idea that I used on Fridays when I was teaching high school mathematics at an all-girls Catholic high school. I liked to give some form of assessment on Fridays because the students were always very “antsy” and talkative, and assessment was a good way to wrap up the work of the week. However, the lesson did not always lend itself to a written assessment on that day. For Fridays when I was not giving a written assessment, I devised my oral quiz. I usually used this activity once or twice during each marking period. I also plan to use this idea in the college-level developmental mathematics classes that I currently teach.

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Lee, Ho Jung, and Woo Hyun Cho. "Empirical Analysis for Catholic Liturgical Vestments after 1960's - Focused on the Collections of Daejeon Saint Mary's Girls' High School -." Journal of the Korean Society of Costume 65, no. 1 (January 31, 2015): 30–45. http://dx.doi.org/10.7233/jksc.2015.65.1.030.

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6

Alain, Michel. "Do What I Say, Not What I Do: Children's Reactions to Parents' Behavioral Inconsistencies." Perceptual and Motor Skills 68, no. 1 (February 1989): 99–102. http://dx.doi.org/10.2466/pms.1989.68.1.99.

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The present study looked at others' reactions to dissonant behaviors in a domain particularly sensitive to such discrepancies, i.e., religious observances. We might often say we are Catholic/Protestant, etc. and educate our children as such but personally not practice religion. How do children react to such inconsistencies? In a study of 210 high school students we determined congruent/incongruent parents and extent of their children's worry or upset based on their answers to a questionnaire designed for this purpose. Apparently children are well aware of such inconsistencies and multivariate analyses of variance show that children of incongruent parents are significantly more troubled, more upset with their parents' behavioral incongruities than are children of congruent parents. Also of interest is that boys and girls reacted in the same manner and no interactions were found. It appears to be important for parents to be aware of the negative consequences their inconsistent behaviors have on their children.

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7

Tavares, Carlos Mendes, Néia Schor, Ivan França Junior, and Simone Grilo Diniz. "Factors associated with sexual initiation and condom use among adolescents on Santiago Island, Cape Verde, West Africa." Cadernos de Saúde Pública 25, no. 9 (September 2009): 1969–80. http://dx.doi.org/10.1590/s0102-311x2009000900011.

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The current study focuses on factors associated with sexual initiation and condom use among teenagers on Santiago Island, Cape Verde, according to gender. This was a representative, probabilistic sample of 13-to-17-year-olds (n = 768) attending public secondary schools on Santiago Island in 2007. Associations were tested by test of proportion, Pearson's chi-square, or Fisher's exact test and logistic regression. Factors related to sexual initiation among boys were: age over 14 years, Catholic religion, and alcohol consumption. For girls, the factors included: > 9 years of schooling and involvement in an affective-sexual relationship. Unlike other Sub-Saharan countries, this study showed a high prevalence of condom use during initial sexual activity. Adolescents are able to safely begin sexually active life if they have access to information, sex education, and other STD prevention and contraceptive methods. This study provides insights on the development of policies to reduce the vulnerability of the young population to STD/AIDS and the limits and challenges related to the promotion of condom use and sex education, focusing on unequal gender relations.

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8

Diawara, Manthia. "The Chronicle of Independence: A Short Story." Issue 15 (1987): 70–76. http://dx.doi.org/10.1017/s0047160700506052.

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We used to play soccer with white boys in Kankan at Saint John, a Catholic elementary and junior high school. Then one day a girl by the name of Dusu told my mother that I had been in the worshipping house of the white people. When I came home my mother was crying, saying that the Devil had entered me. The other women in the compound gathered around her to express their surprise and distress as well. I could hear them talking about how the world had become a dangerous place since the era of the white man. Some said that nowadays the white men had driven Satan deep into the souls of some black men so much so that, like mad dogs, they had turned against their trainers themselves. Some said that the world was coming to an end, and others enjoined that it was all Sekou Toure’s fault. That day my mother locked me up and began whipping me.

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9

Graham, Andrew. "Physics at Catholic Memorial High School." Physics Teacher 39, no. 7 (October 2001): 443. http://dx.doi.org/10.1119/1.1543693.

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10

Gau, Justin, Ruth Arlow, and Will Adam. "Singh v Aberdare Girls' High School." Ecclesiastical Law Journal 11, no. 1 (December 10, 2008): 126–27. http://dx.doi.org/10.1017/s0956618x09001872.

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11

Pike, Kathleen M. "Bulimic Symptomatology in High School Girls." Psychology of Women Quarterly 19, no. 3 (September 1995): 373–96. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00081.x.

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This study tests the explanatory power of an integrated sociocultural and personality model in predicting bulimic symptomatology. Family, peer, and personality factors were assessed at three levels of analysis. The first level of the model measured the general functioning of the family system and friendship network. The second level assessed the extent to which the family system and friendship network were concerned with issues of weight and dieting, as well as the rate of eating disorders among members in these groups. The third level investigated the relationship of certain personality variables to bulimic symptoms. Based on self-report data from approximately 400 high school girls, correlates of bulimic symptomatology at each of the three levels of analysis were identified. An integrated model, in which the three levels of analysis were considered in unison, demonstrated that risk factors at each level of analysis cumulatively contribute to an increase in bulimic symptoms.

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12

NAKATANI, Katsuya. "When high school girls hug a baby." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 2PM126. http://dx.doi.org/10.4992/pacjpa.74.0_2pm126.

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13

Tabata, Noriko, and Kaoru Hoshi. "Spatial abilities in the high school girls." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): 2A—045–2A—045. http://dx.doi.org/10.4992/pacjpa.81.0_2a-045.

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14

박현주 and Youngeun Jung. "High School Girls' Observational and Personal Characteristics." Journal of Science Education 35, no. 2 (December 2011): 193–203. http://dx.doi.org/10.21796/jse.2011.35.2.193.

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15

Ng, Wan, and Jennifer Fergusson. "Engaging High School Girls in Interdisciplinary STEAM." Science Education International 31, no. 3 (September 1, 2020): 283–94. http://dx.doi.org/10.33828/sei.v31.i3.7.

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16

Anshari, Zainal. "Portrait Of Pai In A Catholic School (Case Study of St. Paulus Catholic High School Jember)." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 19. http://dx.doi.org/10.33474/jemois.v1i1.10095.

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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.Keywords: Islamic Religious Education, Catholic High School, and religiosity

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17

Powell, John W., and Kim D. Barber-Foss. "Sex-Related Injury Patterns among Selected High School Sports." American Journal of Sports Medicine 28, no. 3 (May 2000): 385–91. http://dx.doi.org/10.1177/03635465000280031801.

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This cohort observational study was undertaken to test the hypothesis that the incidence of injuries for girls participating in high school sports is greater than that for boys. From 1995 through 1997, players were included in our study if they were listed on the school's varsity team roster for boys’ or girls’ basketball, boys’ or girls’ soccer, boys’ baseball, or girls’ softball. Injuries and opportunities for injury were recorded daily. Certified athletic trainers reported injury and exposure data. Based on 39,032 player-seasons and 8988 reported injuries, the injury rates per 100 players for softball (16.7) and for girls’ soccer (26.7) were higher than for baseball (13.2) and boys’ soccer (23.4). The knee injury rates per 100 players for girls’ basketball (4.5) and girls’ soccer (5.2) were higher than for their male counterparts. Major injuries occurred more often in girls’ basketball (12.4%) and soccer (12.1%) than in boys’ basketball (9.9%) and soccer (10.4%). Baseball players (12.5%) had more major injuries than softball players (7.8%). There was a higher number of surgeries, particularly knee and anterior cruciate ligament surgeries, for female basketball and soccer players than for boys or girls in other sports.

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18

Lumpkin, Angela, Judy Favor, and Lacole McPherson. "Who Is Coaching High School Girls’ Sport Teams?" Journal of Coaching Education 6, no. 2 (August 2013): 27–64. http://dx.doi.org/10.1123/jce.6.2.27.

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While the number of high school girls’ teams has dramatically increased since Title IX, the number of female head coaches has not. In the 10 most popular high school sports in 2011-2012, only three (volleyball, swimming and diving, and competitive spirit squads) had more than 44% female head coaches. The purpose of this study was to investigate whether females or males are coaching high school girls’ sport teams and whether female coaches are attaining head coaching positions in the most popular high school girls’ sports. Additionally, the study sought to understand better why males and females choose to become head coaches of high school girls’ sport teams and what factors might cause head high school girls’ coaches to resign from coaching. In the 21–30 age group, there were more female than male head coaches of girls’ teams, but after age 40, male head coaches vastly outnumbered female head coaches. Of the coaches with 12 or more years of experience, only 33% were females. Time away from family, player issues, inadequate compensation, and time away from other activities were the top reasons high school coaches might resign.

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19

Simon, Alan E., and Sayeedha F. G. Uddin. "Sports Team Participation Among US High School Girls, 1999-2015." Clinical Pediatrics 57, no. 6 (September 20, 2017): 637–44. http://dx.doi.org/10.1177/0009922817732145.

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Sports team participation has myriad benefits for girls. We used the 1999-2015 Youth Risk Behavior Survey, a nationally representative survey of US high school students, to examine time trends in sports team participation. Data from 2015 alone were examined for current differences in participation by sex, race/ethnicity, grade, and weight status. For both analyses, unadjusted and adjusted logistic regressions, with team participation as the dependent variable, were used. In 2015, 53% of US high school girls participated in team sports. Participation was higher among non-Hispanic white (60.7%) compared to Hispanic (40.7%) and Asian (35.6%) girls, and girls with normal-weight status (58.1%) compared to overweight (50.0%) and obese (36.5%) girls ( P < .01 for all comparisons). From 1999 to 2015, the rate of increase in participation was higher among non-Hispanic black girls than non-Hispanic white girls. No increase was observed for Hispanic and Asian girls. Addressing the disparities found in team participation is imperative.

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20

Montgomery, Alice, and Leslie J. Francis. "Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls." Psychological Reports 78, no. 3 (June 1996): 787–93. http://dx.doi.org/10.2466/pr0.1996.78.3.787.

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A sample of 392 girls between the ages of 11 and 16 years attending a state-maintained single-sex Catholic secondary school completed six semantic differential scales of attitudes toward school and toward lessons concerned with English, music, religion, mathematics, and sports, together with information about paternal employment and their personal practice of prayer. The relationship between personal prayer and attitude toward school after controlling for age and social class was positive.

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21

Anderson, Donna M. "U.S. High School Girls Sports and Booster Clubs." CHOREGIA 12, no. 2 (November 1, 2016): 61–75. http://dx.doi.org/10.4127/ch.2016.0113.

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22

Lee, Bokim. "Factors Influencing Menarcheal Age among High School Girls." Journal of the Korean Society of School Health 27, no. 3 (December 31, 2014): 121–29. http://dx.doi.org/10.15434/kssh.2014.27.3.121.

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23

Luckstead, E. F. "Sports Injuries in High School: Boys and Girls." AAP Grand Rounds 4, no. 4 (October 1, 2000): 38. http://dx.doi.org/10.1542/gr.4-4-38.

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Falah, Janan Faraj, and Rana Saed. "Women and Girls in Hebrew High School Textbooks." Open Journal of Social Sciences 05, no. 06 (2017): 251–70. http://dx.doi.org/10.4236/jss.2017.56022.

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MERTEN, DON E. "ENCULTURATION INTO SECRECY AMONG JUNIOR HIGH SCHOOL GIRLS." Journal of Contemporary Ethnography 28, no. 2 (April 1999): 107–37. http://dx.doi.org/10.1177/089124199028002001.

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Merten, D. E. "Enculturation into Secrecy among Junior High School Girls." Journal of Contemporary Ethnography 28, no. 2 (April 1, 1999): 107–37. http://dx.doi.org/10.1177/089124199129023398.

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27

Holms, Valerie L., and Lillian M. Esses. "Factors Influencing Canadian High School Girls' Career Motivation." Psychology of Women Quarterly 12, no. 3 (November 1988): 313–28. http://dx.doi.org/10.1111/j.1471-6402.1988.tb00946.x.

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The need to prepare adolescent girls for the reality of labor market participation prompted this study investigating the factors influencing female career motivation. Questionnaires were completed by 317 female students from grades 8, 10, and 12. Four criterion variables were used to assess overall career motivation: career commitment, occupational aspirations, educational aspirations, and vocational certainty. The relationship between the criterion measures and a set of predictor variables (socioeconomic status, school marks, grade level, masculine/feminine trait dimensions, attitudes toward women, and marriage/family commitment) was explored. A canonical correlation analysis, used to test the relationship between the predictor and criterion variables, revealed two significant sets of relationships. First, girls who obtained higher marks in school, identified with either masculine or androgynous trait dispositions, had more liberal attitudes toward women, and were from higher socioeconomic backgrounds aspired to higher levels of education, were more highly committed to a career, and aspired to more highly prestigious occupations. The second relationship showed that older girls from a lower socioeconomic background with high commitment to marriage and a family have high career commitment and certainty about their careers, yet lower educational and occupational aspirations. The study highlights the importance of (a) examining career and family commitment independently, (b) studying the impact of psychological variables on career motivation, and (c) combining a number of factors to represent career motivation.

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Ishikawa, Megumi, Shiho Arai, Mio Takano, Atsumi Hamada, Kazuhiro Kunimasa, and Mari Mori. "Taurine's health influence on Japanese high school girls." Journal of Biomedical Science 17, Suppl 1 (2010): S47. http://dx.doi.org/10.1186/1423-0127-17-s1-s47.

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29

Kohan-Mass, Judith, Basheer Dakwar, and Varda Dadush. "Israel’s Arab sector high schools." Gifted Education International 34, no. 3 (February 5, 2018): 245–59. http://dx.doi.org/10.1177/0261429417754205.

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Despite the global decline in the number of girls who study science, technology, engineering, and mathematics (STEM) subjects, in Israel, gender differences of physics students are especially worrying. Although girls and boys in junior high school reach similar achievements in physics, the number of girls who study physics in high school is declining. However, an interesting picture emerges when we compare the Arab and Jewish sectors: Girls account for 30% of all high school students who study physics in the Jewish sector, compared to almost 60% in the Arab sector. Interviews with Arab high school students in an advanced physics program indicate that although girls face internal and external obstacles in patriarchic Arab society, they transform these obstacles into factors that motivate them to greater achievements, in order to gain self-confidence and a more stable, promising economic future in their society. These findings challenge conventional theories that explain the gender gap in STEM subjects.

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Hardani, Rika, Dwi Hastuti, and Lilik Noor Yuliati. "Pornography Behavior of Junior High School Student." Journal of Child Development Studies 3, no. 1 (April 30, 2018): 15. http://dx.doi.org/10.29244/jcds.3.1.15-27.

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<p> </p><p> </p><p><strong>Abstract.</strong> The purpose of research is to identify the pornography behavior ofJunior High School student. We used cross-sectional study as research design. Locations were taken by purposive in South Tangerang city conducted in four junior high school. Schools were selected purposively based on the recommendation of the Ministry of Education in South Tangerang. Participants used are 600 children, boys 278 and girls 322 children. Data were collected by questionnaires filled out by participants.</p><p>The pornography behavior of junior high school student that have been studied are viewing pornographic web, reading books or comics that contain pornographic pictures, hearing or saying things porn, think of things related to pornography. This study also want to know the things that encourage the child to thepornographic behavior and the diference pornography behavior between boys and girls.</p><p>The results showed that the behavior of pornography on boys is higher than girls. The pornography behavior on boys and girls there are no statistically significant differences (p value = 0:03 *, p <0.05).</p><p><em>Key words :pornography behavior, junior high school student, internet influence</em></p>

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STILES, DEBORAH A. "Leadership Training for High School Girls: An Intervention at One School." Journal of Counseling & Development 65, no. 4 (December 1986): 211–12. http://dx.doi.org/10.1002/j.1556-6676.1986.tb01321.x.

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32

Eisenhart, Margaret, and Erin Allaman. "Text messaging in the school lives of American high school girls." Ethnography and Education 13, no. 2 (May 4, 2017): 235–53. http://dx.doi.org/10.1080/17457823.2017.1321491.

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33

KHOIRUL UMAH and Achmad Yusuf. "NILAI- NILAI PLURALISME DALAM PEMBELAJARAN AGAMA DI SEKOLAH MENENGAH ATAS KATOLIK MONSINYUR (MGR) SOEGIJAPRANATA DAN SEKOLAH MENENGAH PERTAMA KATOLIK SANG TIMUR PASURUAN." Multicultural Islamic Education 3, no. 1 (November 26, 2019): 67–81. http://dx.doi.org/10.35891/ims.v3i1.1746.

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This study aims to describe, analyze, and provide interpretations about: (1) the values of pluralism in religious learning in Senior High School Catholic MGR. Soegijapranata and Junior High School Catholic Sang Timur Pasuruan, (2) implementation of the values of pluralism in Senior High School Catholic MGR. Soegijapranata and Junior High School Catholic Sang Timur Pasuruan, and (3) the role of religious teachers in instilling pluralism values in Senior High School Catholic MGR. Soegijapranata and Junior High School Catholic Sang Timur Pasuruan? The results of this study indicate that: 1) the values of pluralism in religious learning in Senior High School Catholic MGR. Soegijapranata and Junior High School Catholic Sang Timur Pasuruan among others: (a), compassion values (b), positive thingking values (c), disciplinary/honest values ( d), the value of togetherness (2) Implementation of the values of pluralism in religious learning in Senior High School Catholic MGR. Soegijapranata and Junior High School Catholic Sang Timur Pasuruan, among others: (a) religious material remains in one room, (b) on Friday Muslim students are returned to attend Friday while non-Muslim students are given material to deepen their faith, (c) open together in the month of Ramadan. And the support of student guardians is very enthusiastic without differences and the diversity of teachers becomes an example for students. and (3) the role of religious teachers in instilling the values of pluralism in Senior High School Catholic MGR. Soegijapranata and Junior High School Catholic Sang Timur Pasuruan is to get in the habit of smiling, greeting and visiting each other (in harmony), and trying to instill the values of religious pluralism, both through learning curricula and religious programs included in extra-curricular programs

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Angrist, Joshua, and Victor Lavy. "The Effects of High Stakes High School Achievement Awards: Evidence from a Randomized Trial." American Economic Review 99, no. 4 (August 1, 2009): 1384–414. http://dx.doi.org/10.1257/aer.99.4.1384.

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The Israeli matriculation certificate is a prerequisite for most postsecondary schooling. In a randomized trial, we attempted to increase certification rates among low-achievers with cash incentives. The experiment used a school-based randomization design offering awards to all who passed their exams in treated schools. This led to a substantial increase in certification rates for girls but had no effect on boys. Affected girls had a relatively high ex ante chance of certification. The increase in girls' matriculation rates translated into an increased likelihood of college attendance. Female matriculation rates increased partly because treated girls devoted extra time to exam preparation. (JEL I21, I28, J16)

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35

Brown, Marni, Erin Ruel, and Stephanie Medley-Rath. "High School Students’ Attitudes Toward Providing Girls Opportunities to Participate in Sport." Sociology of Sport Journal 28, no. 2 (June 2011): 239–53. http://dx.doi.org/10.1123/ssj.28.2.239.

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In light of the increasing participation of girls/women in sport, we investigate the attitudes of high school boys and girls toward potential increased opportunities for girls’ to participate in sport. There has been little research on high school students’ attitudes toward girls’ sport participation decomposed by gender and athletic status. We find that, on average, high school students are supportive of increased opportunities for girls to participate in sport. Girls are more supportive than boys on average. While there is no difference among girls by athletic status, male competitive athletes show the most negative attitudes toward opportunities for girls to participate in sport compared with male noncompetitive athletes. Lastly, racial minority groups express positive attitudes toward increased opportunities for girls to participate in sport compared with whites.

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36

Vartanova, I. I. "Emotional Attitude to School and Self-Attitude in High School Students of Different Sex and Age." Психологическая наука и образование 25, no. 3 (2020): 40–48. http://dx.doi.org/10.17759/pse.2020250304.

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The aim of this work was to study (taking into account gender and age) the relationship between emotional attitude to learning activity and self-attitude in high school students. The following parameters were revealed separately for groups of boys and girls: 1) the structure of the emotional attitude to the values of school life (by factor analysis of assessments obtained with the Semantic Differential scale); 2) the indicators of self-attitude (according to the technique by S.R. Pantileev); 3) the correlations between the selected factors and the parameters of self-attitude. The study involved students of 9—11 grades (14—17 years old) from two Moscow schools. A total of 346 people were surveyed; the subjects were divided into 4 groups: younger groups (8—9 grades, 14—15 years old) boys (73) and girls 76), older groups (grades 10—11, 16—17 years old) of boys (98) and girls (99); both techniques were used in 217 students: younger groups of boys (41) and girls (49), older groups boys (63) and girls (66).As it was found, with age there is a tendency to change the semantic content of some motives — for boys in the field of status motivation, and for girls in the field of learning motivation. In girls, various types of emotional and motivational attitudes toward learning are more consistent with the parameters of self-attitude. At the same time, among younger boys motivation of duty and recognition is closely related to self-attitude, whereas in older boys the latter is related only to learning and cognitive motivation.

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37

Ibrahim, Habiba, David L. Barnes, Sheretta T. Butler-Barnes, and Odis Johnson. "Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School." Social Sciences 10, no. 7 (July 15, 2021): 272. http://dx.doi.org/10.3390/socsci10070272.

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Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math course completed in a multi-level analysis of 860 Black female participants from 320 high schools. Our findings revealed that in-school suspension was associated with lower mathematics course-taking. Implications for policy, practice, and research are discussed.

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Lee, Valerie E., Todd K. Chow-Hoy, David T. Burkam, Douglas Geverdt, and Becky A. Smerdon. "Sector Differences in High School Course Taking: A Private School or Catholic School Effect?" Sociology of Education 71, no. 4 (October 1998): 314. http://dx.doi.org/10.2307/2673173.

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Robertson, Deborah. "The servant: leadership role of Catholic high school principals." Journal of Educational Administration and History 46, no. 1 (January 2, 2014): 110–11. http://dx.doi.org/10.1080/00220620.2013.857446.

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Lee, Sang Min, and Smith-Adcock Sondra. "A Model of Girls’ School Delinquency: School Bonding and Reputation." Professional School Counseling 9, no. 1 (October 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900110.

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Using a longitudinal national database, the authors conducted a path analysis of girls’ school delinquency to determine the indirect and direct effects of socioeconomic status, parental involvement, bonding to school, and girls’ self-perception of reputation on school delinquency during middle school and high school. Self-perception of reputation was the most influential factor in girls’ school delinquency, followed by bond to school and socioeconomic status. Implications for school counselors are presented.

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Martinez, Herbert T., and Ma Wilma M. Maravilla. "Self-Efficacy and College Readiness of Senior High School Students of a Catholic High School." Philippine Social Science Journal 3, no. 2 (November 15, 2020): 113–14. http://dx.doi.org/10.52006/main.v3i2.250.

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Efficacy beliefs are the foundation of human agency. Beliefs influenced students’ motivation to learn. Students' self-efficacy beliefs could be improved as long as one has a clear idea about the sources of self-efficacy beliefs. Students enable them to grow as self-efficient individuals and overcome problems they face in educational stages or their future life if provided with the opportunity and training on self-efficacy beliefs. Hence, this paper describes the level of efficacy and degree of college readiness of senior high students of a Diocesan Catholic School in Antique during the School Year 2019-2020. Likewise, it explores the significant difference between students’ demographics, self-efficacy, and college readiness. Moreover, it determines the correlation between self-efficacy and college readiness of the students; and whether self-efficacy influenced college readiness.

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Hoshino, Fumi, Arisa Kojima, Ayaka Yano, Haruna Yamamoto, Saya Natsui, and Hiromi Inaba. "Research on Dietary Supplement Use by Japanese High School Students." Current Developments in Nutrition 5, Supplement_2 (June 2021): 650. http://dx.doi.org/10.1093/cdn/nzab045_032.

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Abstract Objectives The purpose of this study was to investigate the availability of information on dietary supplements as well as their use among high school students in Niigata Prefecture, Japan. It also aimed to clarify the relationship between dietary awareness and the use of dietary supplements. Methods The survey was conducted online using Google Forms and asked about sex, age, height, weight, experience with supplements (current use, past use, or never used any use), types of supplements used, sources of information about supplements, and eating habits. The survey was conducted in high schools in Niigata Prefecture, Japan, in September 2020. The study was approved by the ethics committee of the Niigata University of Health and Welfare. Statistical analysis was conducted using R version 4.0.2 (2020–06-22), and comparisons between the two groups were made using the t test or χ² test with a significance level of 5%. Results A total of 317 subjects were analyzed, including 151 (47.6%) boys and 166 (52.4%) girls. Thirty-seven boys and 21 girls currently used supplements, while 32 boys and 29 girls used supplements in the past. The percentage of boys using supplements (currently or in the past) was 45.6%, which was significantly higher than that of girls (30.1%) (P = 0.004). The most commonly used supplements for boys were protein (57), vitamin C (22), and amino acids (19) and for girls were vitamin C (29), iron (15), and protein (13). The most common reason among boys for using supplements was “for muscle building” (n = 41, 59.4%) and among girls was “for diet and beauty” (n = 26, 52.0%). The most common source of information about supplements was the family, followed by the internet and social media. Girls who used supplements were clearly highly conscious about eating (P = 0.048). Conclusions Among Japanese high school students, boys had more experience using dietary supplements than girls. Female students who used supplements were more conscious, rather than neglectful, of their diet. Funding Sources Individual research expenses at Niigata University of Health and Welfare.

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Gruber, James, and Susan Fineran. "Sexual Harassment, Bullying, and School Outcomes for High School Girls and Boys." Violence Against Women 22, no. 1 (August 12, 2015): 112–33. http://dx.doi.org/10.1177/1077801215599079.

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Ward, Dianne S., Marsha Dowda, Natalie Colabianchi, Karin Pfeiffer, Kerry McIver, Dwayne Porter, and Russ Pate. "Do Facilities Close to School Support Physical Activity in High School Girls?" Medicine & Science in Sports & Exercise 40, Supplement (May 2008): S29—S30. http://dx.doi.org/10.1249/01.mss.0000321574.44082.89.

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Larson, Jessyka N., James C. Hannon, and Timothy A. Brusseau. "Physical Activity Interventions in Middle School and High School Girls A Review." Sport Science Review 24, no. 1-2 (April 1, 2015): 41–69. http://dx.doi.org/10.1515/ssr-2015-0008.

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Abstract This review examined 62 studies that focused on adolescent females’ physical activity and gender differences in physical activity levels among adolescents. Approximately 15% of female adolescents are obese and only 35% are meeting the recommendation of 60 minutes of moderate to vigorous physical activity per day declining to 3% once females reach high school. Identifying factors that influence physical activity among adolescent females has led to successful interventions.

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Ebbert, Ashley M., Frank J. Infurna, and Suniya S. Luthar. "Mapping developmental changes in perceived parent–adolescent relationship quality throughout middle school and high school." Development and Psychopathology 31, no. 04 (October 25, 2018): 1541–56. http://dx.doi.org/10.1017/s0954579418001219.

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AbstractThis study examined changes in adolescents’ perceived relationship quality with mothers and fathers from middle school to high school, gender differences, and associated mental health consequences using longitudinal data from the New England Study of Suburban Youth cohort (n = 262, 48% female) with annual assessments (Grades 6–12). For both parents, alienation increased, and trust and communication decreased from middle school to high school, with greater changes among girls. Overall, closeness to mothers was higher than with fathers. Girls, compared to boys, perceived more trust and communication and similar levels of alienation with mothers at Grade 6. Girls perceived stronger increases in alienation from both parents and stronger declines in trust with mothers during middle school. Increasing alienation from both parents and less trust with mothers at Grade 6 was associated with higher levels of anxiety at Grade 12. Less trust with both parents at Grade 6 and increasing alienation and decreasing trust with mothers in high school were associated with higher levels of depressive symptoms at Grade 12. Overall, girls reported having higher levels of anxiety at Grade 12 compared to boys. Findings on the course of the quality of parent–adolescent relationships over time are discussed in terms of implications for more targeted research and interventions.

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Deflandre, Anne, Jean Lorant, Olivier Gavarry, and Guy Falgairette. "Physical Activity and Sport Involvement in French High School Students." Perceptual and Motor Skills 92, no. 1 (February 2001): 107–20. http://dx.doi.org/10.2466/pms.2001.92.1.107.

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The links between morphological, biological, sociological, psychological, and environmental characteristics, the practice of organized sports, and moderate to vigorous physical activities were examined by means of a questionnaire given to 48 high-school students aged between 16 and 19 years and their continuous heart-rate monitoring. Few correlations appear between these characteristics and moderate to vigorous physical activities. Only maximal oxygen uptake is linked to this type of activity in girls. Concerning sport involvement, correlations were more numerous for girls than boys. Physical and sports activities of girls were linked with maximal oxygen uptake, sport involvement of father, support, and encouragements of practice, perception of own activity, and private environment. Among boys, physical and sport activities were only linked with sport involvement of friends and perception of own activity. Unlike boys, physical and sport activities among girls seemed more strongly linked to sociological characteristics than other ones.

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Kim, Gab-Yeon, and Hee-Sook Kim. "Factors Influencing Suicidal Ideation in Girls' High School Students." Journal of Korean Academic Society of Nursing Education 22, no. 3 (August 31, 2016): 366–75. http://dx.doi.org/10.5977/jkasne.2016.22.3.366.

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Caswell, Shane V., Andrew E. Lincoln, Hannah Stone, Patricia Kelshaw, Margot Putukian, Lisa Hepburn, Michael Higgins, and Nelson Cortes. "Characterizing Verified Head Impacts in High School Girls’ Lacrosse." American Journal of Sports Medicine 45, no. 14 (September 18, 2017): 3374–81. http://dx.doi.org/10.1177/0363546517724754.

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Background: Girls’ high school lacrosse players have higher rates of head and facial injuries than boys. Research indicates that these injuries are caused by stick, player, and ball contacts. Yet, no studies have characterized head impacts in girls’ high school lacrosse. Purpose: To characterize girls’ high school lacrosse game-related impacts by frequency, magnitude, mechanism, player position, and game situation. Study Design: Descriptive epidemiology study. Methods: Thirty-five female participants (mean age, 16.2 ± 1.2 years; mean height, 1.66 ± 0.05 m; mean weight, 61.2 ± 6.4 kg) volunteered during 28 games in the 2014 and 2015 lacrosse seasons. Participants wore impact sensors affixed to the right mastoid process before each game. All game-related impacts recorded by the sensors were verified using game video. Data were summarized for all verified impacts in terms of frequency, peak linear acceleration (PLA), and peak rotational acceleration (PRA). Descriptive statistics and impact rates were calculated. Results: Fifty-eight verified game-related impacts ≥20 g were recorded (median PLA, 33.8 g; median PRA, 6151.1 rad/s2) during 467 player-games. The impact rate for all game-related verified impacts was 0.12 per athlete-exposure (AE) (95% CI, 0.09-0.16), equivalent to 2.1 impacts per team game, indicating that each athlete suffered fewer than 2 head impacts per season ≥20 g. Of these impacts, 28 (48.3%) were confirmed to directly strike the head, corresponding with an impact rate of 0.05 per AE (95% CI, 0.00-0.10). Overall, midfielders (n = 28, 48.3%) sustained the most impacts, followed by defenders (n = 12, 20.7%), attackers (n = 11, 19.0%), and goalies (n = 7, 12.1%). Goalies demonstrated the highest median PLA and PRA (38.8 g and 8535.0 rad/s2, respectively). The most common impact mechanisms were contact with a stick (n = 25, 43.1%) and a player (n = 17, 29.3%), followed by the ball (n = 7, 12.1%) and the ground (n = 7, 12.1%). One hundred percent of ball impacts occurred to goalies. Most impacts occurred to field players within the attack area of the field (n = 32, 55.2%) or the midfield (n = 18, 31.0%). Most (95%) impacts did not result in a penalty. Conclusion: The incidence of verified head impacts in girls’ high school lacrosse was quite low. Ball to head impacts were associated with the highest impact magnitudes. While stick and body contacts are illegal in girls’ high school lacrosse, rarely did such impacts to the head result in a penalty. The verification of impact mechanisms using video review is critical to collect impact sensor data.

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Park, Yeon-Hwan, Hye-Jin Hyun, Su Jeong Yu, and Do-Hwa Byen. "Factors related to Problem Behaviors in High School Girls." Journal of Korean Academy of Community Health Nursing 22, no. 3 (2011): 315. http://dx.doi.org/10.12799/jkachn.2011.22.3.315.

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