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Journal articles on the topic 'Education, Secondary Psychology'

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Author: Grafiati

Published: 10 December 2022

Last updated: 30 January 2023

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1

Read, Martyn, David Galloway, and Anne Edwards. "Secondary School Teaching and Educational Psychology." British Journal of Educational Studies 41, no. 3 (September 1993): 321. http://dx.doi.org/10.2307/3122302.

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2

Mitterer, John O. "Ask not what post-secondary education can do for psychology; ask what psychology can do for post-secondary education." Canadian Psychology/Psychologie canadienne 47, no. 1 (2006): 57–62. http://dx.doi.org/10.1037/h0087045.

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3

Urhahne, Detlef. "Primary education and secondary education." Educational Psychology 38, no. 7 (July 19, 2018): 857–58. http://dx.doi.org/10.1080/01443410.2018.1490241.

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4

Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.

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5

Wijnia, Lisette. "Students’ motivation in secondary and post-secondary education." Educational Psychology 40, no. 8 (September 13, 2020): 913–16. http://dx.doi.org/10.1080/01443410.2020.1813404.

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6

Carrera-Fernández, María-Victoria, María Lameiras-Fernández, Yolanda Rodríguez-Castro, and Pablo Vallejo-Medina. "Bullying Among Spanish Secondary Education Students." Journal of Interpersonal Violence 28, no. 14 (May 29, 2013): 2915–40. http://dx.doi.org/10.1177/0886260513488695.

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7

Liu, Lin. "Analysis of the Practice of Positive Psychology in China's Middle School Education." Frontiers in Humanities and Social Sciences 2, no. 11 (November 21, 2022): 53–58. http://dx.doi.org/10.54691/fhss.v2i11.2775.

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Mental health education plays a very important role in the future development of secondary school students. Integrating the concept of positive psychology in secondary school students' mental health education helps secondary school students learn to use their own positive psychological factors to stimulate and cultivate their own potential, mobilize the initiative of learning, and promote the progress of learning and the improvement of comprehensive literacy. Starting from the current situation of secondary school mental health education, we analyze the guiding significance of the positive psychology concept to secondary school mental health education and propose the integration path in light of the current practical problems.

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8

Smith, Garnett J., and Patricia Edolon-Smith. "Restructuring Secondary Special Education Hawaiian Style." Intervention in School and Clinic 28, no. 4 (March 1993): 248–52. http://dx.doi.org/10.1177/105345129302800409.

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9

Dieker, Lisa A., and Mary Little. "Secondary Reading." Intervention in School and Clinic 40, no. 5 (May 2005): 276–83. http://dx.doi.org/10.1177/10534512050400050401.

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10

Kwon, Sung-Ho, Min-Kwon Moon, and Joo-Young Park. "Research Trends and Directions for Sport Psychology in Secondary Physical Education." Korean Journal of Sports Science 29, no. 2 (April 30, 2020): 383–97. http://dx.doi.org/10.35159/kjss.2020.04.29.2.383.

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11

Knott, Gladys. "Literacy education reform in secondary schools." Peabody Journal of Education 62, no. 3 (March 1985): 100–112. http://dx.doi.org/10.1080/01619568509538487.

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12

Burke, Richard R. "Subject Emphasis in Textbook Photographs and Journal Reports in Educational Psychology." Teaching of Psychology 15, no. 3 (October 1988): 164–65. http://dx.doi.org/10.1207/s15328023top1503_21.

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This article describes the content of photographs in selected educational psychology textbooks, the grade levels of subjects reported in three recent volumes of the Journal of Educational Psychology, and the numbers of studies reported in the Educational Resources Information Center's (ERIC) system under elementary students and secondary students. The results suggest that there is an overemphasis on the elementary-level student and elementary-level classroom setting. Implications are related to student perceptions of the value of educational psychology in secondary settings.

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13

Кубрушко, П. Ф., М. В. Шингарева, and Ю. А. Атапина. "Pedagogical training of secondary vocational education teachers." Vocational education and labour market, no. 2(49) (June 30, 2022): 36–46. http://dx.doi.org/10.52944/port.2022.49.2.004.

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Авторы, анализируя ретроспективы и проявляющиеся тенденции в системе профессионально-педагогического образования (ППО), обосновывают подходы к совершенствованию подготовки преподавателей СПО. Представленные в статье материалы и выводы отражают результаты исследований, проводившихся на кафедре педагогики и психологии профессионального образования Российского государственного аграрного университета — МСХА имени К. А. Тимирязева по координационному плану научных исследований Учебно-методического объединения вузов по профессионально-педагогическому образованию в течение десятков лет. Содержащиеся в докладе положения могут быть учтены руководителями и специалистами федеральных и региональных органов управления образованием при формировании политики и принятии текущих решений, направленных на модернизацию СПО, а также педагогами-учеными при проведении научных исследований в области теории и практики ППО. Abstract The authors analyse retrospectives and emerging trends in the system of vocational pedagogical education and substantiate different ways of improving teachers of secondary vocational education training. The materials and conclusions presented in the article come from the results of research being conducted at the Department of Pedagogy and Psychology of Vocational Education of the Russian State Agrarian University — Moscow Timiryazev Agricultural Academy for decades. The research is being done according to the coordination plan of scientific research of the Educational and Methodological Association of universities for vocational pedagogical education. The report contains provisions that can be taken into account by managers and specialists of federal and regional education management bodies when forming policies and making current decisions aimed at the modernisation of secondary vocational education, as well as by teachers-scientists when conducting scientific research in the field of theory and practice of vocational education.

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14

Bowes, Margaret. "Education for Creativity: Implications for Secondary Schools." Pastoral Care in Education 4, no. 2 (June 1986): 116–21. http://dx.doi.org/10.1080/02643948609470540.

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15

Bouverne-De Bie, Maria. "Guidance in Secondary Education: The Flemish Experience." Pastoral Care in Education 13, no. 2 (June 1995): 7–10. http://dx.doi.org/10.1080/02643949509470914.

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16

Beavet, Tania, and Julie Thompson. "Parents Talking: Sex Education in Secondary Schools." Pastoral Care in Education 14, no. 4 (December 1996): 11–18. http://dx.doi.org/10.1080/02643949609470982.

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17

Lingard, Tony. "The Acquisition of Literacy in Secondary Education." British Journal of Special Education 21, no. 4 (May 31, 2007): 180–91. http://dx.doi.org/10.1111/j.1467-8578.1994.tb00125.x.

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18

Bourne, Jill. "Widening the Secondary Curriculum." British Journal of Special Education 13, no. 4 (May 31, 2007): 143–45. http://dx.doi.org/10.1111/j.1467-8578.1986.tb00683.x.

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19

Hart, Michael. "Diversity at Secondary Level." British Journal of Special Education 19, no. 1 (May 31, 2007): 32–34. http://dx.doi.org/10.1111/j.1467-8578.1992.tb00400.x.

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20

Cañas, Elizabeth, Estefania Estévez, Juan C. Marzo, and José A. Piqueras. "Psychological adjustment in cybervictims and cyberbullies in secondary education." Anales de Psicología 35, no. 3 (August 2, 2019): 434–43. http://dx.doi.org/10.6018/analesps.35.3.323151.

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El auge de las agresiones cibernéticas entre estudiantes de secundaria y la importancia de ciertas variables de ajuste psicosocial para la comprensión de este tipo de conducta violenta, tanto en agresores como en víctimas, plantean como objetivo en el presente trabajo analizar el perfil psicosocial de ambos implicados en situaciones de ciberagresión. Las variables de ajuste analizadas fueron autoconcepto, estrés percibido, soledad, sintomatología depresiva, ansiedad social, satisfacción con la vida e inteligencia emocional. A partir de una muestra de 1318 adolescentes (47% chicos), de entre 11 y 18 años, se establecieron tres grupos de contraste para cibervíctimas (víctimas severas, moderadas y no cibervíctimas) y tres grupos para ciberagresores (ciberagresores severos, moderados y no ciberagresores). El análisis de varianza mostró que los implicados presentan perfiles psicosociales diferentes y deteriorados. Las cibervíctimas severas mostraron mayor estrés percibido, soledad, depresión y ansiedad social, y menor autoconcepto, satisfacción con la vida e IE, en comparación con las no cibervíctimas. Los ciberagresores severos mostraron mayor estrés percibido, soledad y depresión, y menor autoconcepto y satisfacción con la vida, comparativamente con los no ciberagresores. Estos resultados permiten profundizar en la comprensión del ciberacoso entre estudiantes y mejorar los programas preventivos y de intervención en escuelas. The rise of cyberbullying among high school students and the importance of certain variables of psychological adjustment for the comprehension of this type of violent behavior both in bullies and in victims. This work aims to analyze the psychological profile of individuals involved in situations of cyberbullying, both victims and bullies. The adjustment variables analyzed were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 18 years (M = 13.8, SD = 1.32), three contrast groups were established for cybervictims (severe cybervictims, moderate cybervictims, and non-cybervictims) and three groups for cyberbullies (severe cyberbullies, moderate cyberbullies, and non-cyberbullies). The results obtained through analysis of variance showed that both cybervictims and cyberbullies show deterioration in most of the studied dimensions, albeit with a different profile. Severe cybervictims showed higher scores in perceived stress, loneliness, depression, and social anxiety, and lower scores in self-concept, life satisfaction, and emotional intelligence, in comparison with non-cybervictims. Severe cyberbullies obtained higher scores in perceived stress, loneliness, and depression, and lower scores in self-concept and life satisfaction, compared to non-cyberbullies. These results allow deepening our comprehension of cyberbullying among students to improve preventive and intervention programs in schools.

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21

Cheramie, Gail M., and Emily G. Suiter. "Role expansion in school psychology: The need for primary and secondary prevention services." Psychology in the Schools 30, no. 1 (January 1993): 53–59. http://dx.doi.org/10.1002/1520-6807(199301)30:1<53::aid-pits2310300109>3.0.co;2-#.

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22

Zhang, Qian. "Thoughts on the Psychology of Moral Education in Chinese Primary and Secondary Schools." Open Journal of Social Sciences 10, no. 13 (2022): 275–83. http://dx.doi.org/10.4236/jss.2022.1013022.

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23

Gadzella, Bernadette M., and William G. Masten. "Relation between Measures of Critical Thinking and Learning Styles." Psychological Reports 83, no. 3_suppl (December 1998): 1248–50. http://dx.doi.org/10.2466/pr0.1998.83.3f.1248.

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This study investigated differences and relationships between critical thinking and learning styles for 184 students majoring in Elementary Education, Health and Physical Education, Psychology and Special Education, and Secondary and Higher Education. Analyses showed some significant differences among groups in learning style and critical thinking and relationships between the variables studied.

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24

Fan, Cynthia, and Bernadette Hood. "Brief Research Report - An Analysis of the Relationship Between Secondary and Tertiary Psychology Performance." Australian Educational and Developmental Psychologist 12, no. 1 (May 1995): 25–29. http://dx.doi.org/10.1017/s0816512200027140.

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ABSTRACTThis study aimed to evaluate the effectiveness of the Victorian Certificate of Education (VCE) secondary psychology course in preparing students for studying psychology at a tertiary level. First semester results of 228 first year psychology students at Victoria University of Technology were analysed. Of these students 60 had completed VCE Psychology in 1992. No significant differences were observed in overall semester one psychology performance between students who had completed VCE Psychology and those who had not. Regression analysis suggested that VCE aggregate score was a better predictor than the VCE Psychology score of overall performance in the first year psychology course. Subsequent correlation analyses demonstrated that VCE Psychology scores correlated significantly with tertiary psychology examination results but not with coursework requirements. VCE aggregate scores correlated with both examination and coursework requirements. These results suggest that completion of VCE Psychology does not advantage students entering tertiary psychology courses and educators need to analyse both the content and process of both secondary and tertiary psychology courses to facilitate more effective articulations for students.

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25

Cocoradă, Elena, Ana-Maria Cazan, and Ioana Emanuela Orzea. "School Climate and School Achievement in the Romanian Secondary Education." Journal of Psychoeducational Assessment 36, no. 5 (December 1, 2016): 516–22. http://dx.doi.org/10.1177/0734282916683285.

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This article presents a tool that provides reliable scores for studying the school climate from the students’ perspective, created for the Romanian context. The main aim of the article is to present the psychometric properties of the instrument. The participants were 605 students, enrolled in four secondary schools and four high schools, from an urban area. The exploratory and confirmatory factor analyses revealed a seven-factor structure: student–teacher relationships, headmaster’s involvement in school life, student–student relationships, school satisfaction, achievement motivation, student–form teacher relationship, and perceived safety. The results revealed that gender, school location, and parents’ educational level could significantly predict school performances.

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26

De Weerdt, Peter A. "School counsellors' perceptual sex role differences in Dutch secondary education." International Journal for the Advancement of Counselling 11, no. 3 (September 1988): 183–95. http://dx.doi.org/10.1007/bf00366930.

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27

Xadjimetiva Dilorom Djuraevna, Eshonkulov Xamrokul Mamatkulovich,. "IMPROVEMENT OF MANAGEMENT MECHANISMS OF GENERAL SECONDARY EDUCATIONAL ORGANIZATIONS." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5925–31. http://dx.doi.org/10.17762/pae.v58i2.3065.

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This article discusses the current state of improvement of management mechanisms of general secondary education institutions and the necessary conditions for modern effective development, as well as the current issues of identifying and using opportunities for student-centered education in this process. Also, to implement measures to create opportunities for quality education in the system of general secondary education in accordance with international best practices and modern requirements of society, to strengthen the material and technical base of public education and increase the efficiency of budget funding, to create additional conditions for youth education the current view of consistent reforms. At the same time, the current state of general secondary education is analyzed in terms of the need to create mechanisms for the rapid elimination of systemic problems and shortcomings in their activities, to reduce the gap in logistics and quality of education in rural and urban schools and to create equal conditions for education. The results are given.

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28

Nicholls, Margaret. "Moving Up – Primary to Secondary." Pastoral Care in Education 4, no. 3 (November 1986): 201–4. http://dx.doi.org/10.1080/02643948609470554.

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29

Duncan, Neil. "Sexual Bullying in Secondary Schools." Pastoral Care in Education 16, no. 2 (June 1998): 27–31. http://dx.doi.org/10.1111/1468-0122.00089.

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30

Leko, Melinda M., Tamara Handy, and Carly A. Roberts. "Examining Secondary Special Education Teachers’ Literacy Instructional Practices." Exceptionality 25, no. 1 (September 26, 2016): 26–39. http://dx.doi.org/10.1080/09362835.2016.1196442.

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31

Goldenring Fine, Jodene, and John M. Davis. "Grade retention and enrollment in post-secondary education." Journal of School Psychology 41, no. 6 (November 2003): 401–11. http://dx.doi.org/10.1016/j.jsp.2003.07.001.

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32

No authorship indicated. "Review of Underachievers in Secondary School: Education Off the Mark." Contemporary Psychology: A Journal of Reviews 35, no. 6 (June 1990): 620. http://dx.doi.org/10.1037/028761.

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33

Banegas, D. L. "Teaching more than English in secondary education." ELT Journal 65, no. 1 (April 1, 2010): 80–82. http://dx.doi.org/10.1093/elt/ccq016.

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34

Li, Jun. "Exploration of the value of a positive psychology perspective for developing resilience in academic underachievement students in secondary school." BCP Education & Psychology 4 (May 31, 2022): 112–19. http://dx.doi.org/10.54691/bcpep.v4i.780.

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Studies have shown that academic underachievement students in secondary school have lower levels of resilience and more problems. Positive psychology theory has been applied in different aspects of mental health education, academic underachievement students, and resilience in different groups of secondary school students, and it has implications for the study of resilience of academic underachievement students in secondary school. Therefore, this study starts from three major research areas of positive psychology, which mainly including positive emotional cognition, positive personality, and positive organizational systems. It also provides specific suggestions for the development of resilience in secondary school students in response to the current situation.

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35

Taylor, N. "Secondary courses." ELT Journal 56, no. 3 (July 1, 2002): 306–29. http://dx.doi.org/10.1093/elt/56.3.306.

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36

Froese, Arnold D., Kindra L. Boswell, Elizabeth D. Garcia, Laura J. Koehn, and Jalane M. Nelson. "Citing Secondary Sources: Can We Correct What Students Do Not Know?" Teaching of Psychology 22, no. 4 (December 1995): 235–38. http://dx.doi.org/10.1207/s15328023top2204_5.

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Our research assesses student understanding of citation practices, especially problems in citing secondary sources, and the effectiveness of direct instruction to correct evident misunderstandings. Forty-six college undergraduates completed a pretest of their knowledge. Twenty-six of these undergraduates received direct instruction about primary versus secondary sources and problems in citing secondary sources. After instruction, we again tested all participants. Knowledge of citation practices before instruction was inadequate, and instruction significantly increased performance for the experimental group. We suggest that such direct instruction should be systematically included early in the undergraduate psychology curriculum.

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37

Mansir, Firman. "PENDEKATAN PSIKOLOGI DALAM KAJIAN PENDIDIKAN ISLAM." Psikis : Jurnal Psikologi Islami 4, no. 1 (June 8, 2018): 61–73. http://dx.doi.org/10.19109/psikis.v4i1.2042.

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This study examines psychology as an approach in Islamic studies, especially in Islamic education. Islamic psychology and education basically have the same pattern in seeing various cases in scientific buildings, so that in Islamic studies such as Islamic education, an approach is required to look at deeper social phenomena, namely by using a psychological approach. This research is literature study (library research) that is research which come from library materials by using qualitative approach. Therefore, what is done is the exploration of some data both primary and secondary data with concrete steps as follows: read and examine in depth primary data such as books which is the result of research, thesis or dissertation related to psychology and education of Islam. Therefore, psychology as an approach can give birth to findings that fit the context. In Islamic studies, especially Islamic education can be access for other sciences to serve as a tool in viewing various social problems. It then happens with the psychology and education of Islam because it gave birth to the psychology of Islamic education.

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38

Jiménez, María Margoth Bonilla, María Rodríguez Gámez, Nancy López García, Ana Karen Gualacata Cevallos, and Angélica María Sánchez Bonilla. "Training of Investigative Competencies at the Secondary Level: A Systematic Review." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 657–62. http://dx.doi.org/10.9756/int-jecse/v14i1.221078.

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The work addresses a systematic review of the formation of investigative competences at the secondary level and its role for the constant improvement of teachers and students. The objective of the research is to describe the types of investigative competences for the development of skills in the research teacher. For this, the prism method was used, which allows an approach to the theoretical criteria through the aid of graphic diagrams that provide a selection and synthesis of the topic, to forecast the priorities of future research, in addition to providing a guide on how to report the use of automation tools in various steps of the review process, such as search, study selection, data collection, evaluation and study synthesis for conducting systematic reviews. As a technique, was used Desk Research to obtain bibliographic information efficiently and systematically review documents where research competencies are exposed. The importance of mastery of investigative techniques by teachers and students is concluded for the educational process in secondary education, so that the work can constitute a starting point to deepen future research on the subject studied.

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39

Peltzer, Karl, and Supa Promtussananon. "HIV/AIDS EDUCATION IN SOUTH AFRICA: TEACHER KNOWLEDGE ABOUT HIV/AIDS: TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION." Social Behavior and Personality: an international journal 31, no. 4 (January 1, 2003): 349–56. http://dx.doi.org/10.2224/sbp.2003.31.4.349.

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The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.

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40

Shkolnyi, Oleksandr. "PROFESSIONAL SEMINAR "BASIS OF PROFESSIONALISM OF TEACHER OF GENERAL SECONDARY EDUCATION INSTITUTION" IN DUAL EDUCATION SYSTEM OF MASTERS "SECONDARY EDUCATION (MATHEMATICS)" SPECIALTY." Physical and Mathematical Education 32, no. 6 (January 27, 2022): 64–68. http://dx.doi.org/10.31110/2413-1571-2021-032-6-010.

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Formulation of the problem. In modern economic conditions, the vast majority of master students of specialty "Secondary Education (Mathematics)" in NPU named after M.P. Dragomanov is in a situation of forced "duality" of their education. As a result, there are difficulties with the organization of the learning process of such students, as well as the quality of their assimilation of the material of the educational program. It seems natural to transfer such students to the dual form of education. This will solve a significant part of the mentioned organizational and methodological problems. Dual education requires fundamentally new forms of learning organization. An important element in its structure is the professional seminar "Basis of professionalism of teacher of general secondary education institution." This seminar is designed to quickly respond to current problems of young teachers that arise in the process of adapting to working conditions at school. Materials and methods. To achieve the aims of the article, we use empirical methods: our own survey using an electronic tool (Google forms), monitoring the learning process of students, as well as analysis of the results of their achievements. The article used a set of methods of scientific cognition: comparative analysis to clarify different views on the problem; systematization and generalization for the formulation of conclusions and methodological advices; generalization of pedagogical experience and observations Results. The content of the professional seminar we can divide into three main content modules - "Methods of organizing the educational process in modern school", "Modern methods of assessing the educational activities of students" and "Organization of extracurricular and educational work in modern school". Each of them is designed to form the professional competencies of the undergraduate in accordance with his (her) educational program. The content and procedure for studying of these modules is not strictly defined, this content should be tailored to the needs of a particular student. The head of the seminar also has the opportunity to involve external experts who are specialists in pedagogy, psychology, law, as well as practicing teachers and school administrators. Conclusions. According to the survey of masters and observation of their work during the professional seminar lessons, most students are positive about its introduction to the educational program and are satisfied with the quality of classes. All the material of the professional seminar curriculum is considered by master students as relevant and necessary for their further work that shows the correctness of the chosen direction of their training. Thus, the pedagogically balanced use of the dual form of education with the wide involvement of distance and mixed forms of classes based on modern technologies will ensure the proper quality of preparation of future teachers of mathematics.

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41

Cleave, Hayley, Philip Carey, Patricia Norris, Patricia Sloper, David While, and Anne Charlton. "Pastoral Care in Initial Teacher Education: A Survey of Secondary Teacher Education Institutions." Pastoral Care in Education 15, no. 2 (June 1997): 16–21. http://dx.doi.org/10.1111/1468-0122.00051.

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42

Frost, David. "Starting Secondary School: The Parents' Perspective." Pastoral Care in Education 11, no. 4 (December 1993): 6–11. http://dx.doi.org/10.1080/02643949309470850.

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43

Lavelle, Ellen, Jennifer Smith, and Leslie O'Ryan. "The writing approaches of secondary students." British Journal of Educational Psychology 72, no. 3 (September 2002): 399–418. http://dx.doi.org/10.1348/000709902320634564.

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44

St-Amand, Jerome. "Critical Review: “Discipline survival guide for the secondary teacher”." SPECIALUSIS UGDYMAS / SPECIAL EDUCATION 2, no. 37 (July 27, 2018): 215. http://dx.doi.org/10.21277/se.v2i37.350.

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<p>Critical review of Thompson, J. (2012). <em>La gestion de classe au secondaire: Guide pratique </em>[<em>Discipline survival guide for the secondary teacher</em>].<em> </em>Montréal: éditions Chenelière.</p><p> </p>

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45

Galbo, Joseph. "Underachievers in secondary school: Education off the mark." Journal of Adolescence 14, no. 1 (March 1991): 112. http://dx.doi.org/10.1016/0140-1971(91)90061-u.

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46

Hayden, Carol. "Education, schooling and young offenders of secondary school age." Pastoral Care in Education 26, no. 1 (March 2008): 23–31. http://dx.doi.org/10.1080/02643940701848588.

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de Koning, Els, and Monique Boekaerts. "Determinants of students’ school-identification in secondary vocational education." European Journal of Psychology of Education 20, no. 3 (September 2005): 289–308. http://dx.doi.org/10.1007/bf03173558.

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Repina, Olga K. "Mentoring Activities Results and Preferences in Secondary and Higher Vocational Education Students‟ Choice." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6253–70. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020435.

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Leybina, A. V., and G. A. Shukuryan. "Ways to enhance the effectiveness of online education." Современная зарубежная психология 9, no. 3 (2020): 21–33. http://dx.doi.org/10.17759/jmfp.2020090302.

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Abstract:

The article is an analytical review of current recommendations provided in foreign scientific literature for secondary and higher education in terms of online learning enhancement through transformations in course content, platforms, assessments, and ways of teacher-students interaction. Recent recommendations in this regard are described from the position of methodology (educational procedures), psychology (motivation, information perception and processing, and communication), and technical solutions (platforms and interfaces).

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Korpershoek, Hanke, Hans Kuyper, Greetje van der Werf, and Roel Bosker. "Who ‘fits’ the science and technology profile? Personality differences in secondary education." Journal of Research in Personality 44, no. 5 (October 2010): 649–54. http://dx.doi.org/10.1016/j.jrp.2010.08.010.

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