Journal articles: 'High school students Australia Attitudes'

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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.

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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.

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Nguy, Linda, and Caroline J. Hunt. "Ethnicity and bullying: A study of Australian high-school students." Educational and Child Psychology 21, no. 4 (2004): 78–94. http://dx.doi.org/10.53841/bpsecp.2004.21.4.78.

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Bullying is a widespread problem of concern to many educators and psychologists. Globally however, there is a paucity of literature examining ethnic variables in the context of bullying. This is an important area of study, particularly for those responsible for implementing bullying interventions, with societies becoming increasingly diverse in their ethnic composition. To explore the effects of ethnic variables in bullying, this study focuses on the relationship of ethnicity and ethnic identification with bullying behaviour and bullying attitudes. Australian high-school students (N= 478) from different ethnic backgrounds were surveyed using the Attitude to Victim Scale, Attitude to Bullying Scale, Peer Relations Questionnaire and the Multi-group Ethnic Identity Measure-Affirmation/Belonging Subscale. Results indicate that ethnic factors influence some bullying behaviours and attitudes to a small but significant extent. No ethnic differences were observed for incidence of bullying involvement or victimisation, although frequency of group bullying involvement was influenced by strength of ethnic identification as a function of sex. Ethnicity and sex differentiated students’ attitudes toward bullying, with more pronounced sex differences among ethnic majority students. Ethnic minority students placed greater importance on attributes proposed as consequences of bullying, compared with ethnic majority students. Irrespective of ethnicity, students felt that their school was concerned about addressing the problem of bullying and no ethnic differences were identified for attitudes toward bullying interventions. This study demonstrates the complex relationship between ethnic variables and bullying and discusses the need, in future, for a more sophisticated exploration of ethnic variables in the context of bullying.

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Dixon, Kathryn. "Staff and Student Attitudes towards Career Education." Australian Journal of Career Development 2, no. 1 (March 1993): 9–13. http://dx.doi.org/10.1177/103841629300200105.

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The main purpose of the study was to investigate the attitudes of staff and students at a Western Australian metropolitan high school towards the Vocational Education program, by examining the factors affecting the development of those attitudes and those affecting the implementation of the program at the school. Vocational Education in Western Australia is synonymous with Career Education in other Australian States and the term Career Education is used throughout this paper. With respect to the formation of attitudes towards Career Education, the study proposed that in the school context, influential areas were significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five-point scale from negative to positive. The sample consisted of 14 staff and 240 students. The main findings of the study showed that the majority of the staff and students had developed negative attitudes towards Career Education. They believed the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Career Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Career Education area and this led to low levels of confidence in teaching the course.

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Dawson, Vaille, and Renato Schibeci. "Western Australian high school students' attitudes towards biotechnology processes." Journal of Biological Education 38, no. 1 (December 2003): 7–12. http://dx.doi.org/10.1080/00219266.2003.9655889.

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Barlow-Stewart, Kristine, Kayley Bardsley, Elle Elan, Jane Fleming, Yemima Berman, Ron Fleischer, Krista Recsei, Daniel Goldberg, John Tucker, and Leslie Burnett. "Evaluating the model of offering expanded genetic carrier screening to high school students within the Sydney Jewish community." Journal of Community Genetics 13, no. 1 (November 30, 2021): 121–31. http://dx.doi.org/10.1007/s12687-021-00567-8.

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AbstractPrograms offering reproductive genetic carrier screening (RGCS) to high school students within the Ashkenazi Jewish community in several countries including Canada and Australia have demonstrated high uptake and retention of educational messages over time. This study was undertaken to evaluate whether testing for an expanded number of conditions in a high school setting would impact the effectiveness of education. In this questionnaire-based study, genetic carrier testing for nine conditions was offered to 322 year 11 students from five high schools, with students attending a compulsory 1-h education session prior to voluntary testing. Comparison of pre- and post-education measures demonstrated a significant increase in knowledge, positive attitudes, and reduced concern immediately after the education session. Retention of knowledge, measures of positive attitude, and low concern over a 12-month period were significantly higher than baseline, although there was some reduction over time. In total, 77% of students exhibited informed choice regarding their intention to test. A significant increase in baseline knowledge scores and positive attitude was also demonstrated between our original 1995 evaluation (with testing for only one condition) and 2014 (testing for nine conditions) suggesting community awareness and attitudes to RGCS have increased. These findings validate the implementation of effective education programs as a key component of RGCS and are relevant as gene panels expand with the introduction of genomic technologies.

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Canyon, Deon V., Chauncey Canyon, Sami Milani, and Rick Speare. "Attitudes Towards Pediculosis Treatments in Teenagers." Open Dermatology Journal 8, no. 1 (April 18, 2014): 18–23. http://dx.doi.org/10.2174/1874372201408010018.

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Research on pediculosis has focused on treatment strategies and social aspects have been largely ignored. Pediculosis and its treatment in are associated with negative emotional responses while in developing countries pediculosis and its treatment may provide more an opportunity for positive social bonding. Attitudes to pediculosis have been proposed as important to successful control. Previous studies in Australia found that parents of primary school children say they treat pediculosis once it has been detected. This study retrospectively investigated attitudes towards treatment in teenage high school students in an attempt to collect information from those afflicted rather than from parents. Only participants with a history of pediculosis were recruited from a high school in Western Australia and they were asked to complete an anonymous questionnaire. The sample contained 128 Grade 8 and 9 students, aged 13-15 years old with an even gender split. Negative feelings towards being treated for head lice were observed in 41.5% of males and 54.7% of females and 49.5% of Caucasians and 40% of Asians. Anti-treatment sentiment was expressed by 19.7% of males and 10.9% of females. Shampooing with and without combing were the most preferred treatments overall. The results showed that 63.6% male and 52.7% female high school students were in favour of head lice treatments. This low percentage indicates that current treatments for head lice require improvement to be made more acceptable and that alternative treatments that are less unpleasant need to be developed. Strategies need to be explored to make treatment of pediculosis a more positive emotional experience.

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Safitri, Ragil, and Sugirin Sugirin. "Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 261. http://dx.doi.org/10.30659/e.4.2.261-274.

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Experts in English Language Teaching often consider culture as the fifth skill in foreign language learning as cultural literacy is a must in 21st-century learning. Thus, this study is to investigate students’ interest in the insertion of Big ‘C’ and little ‘c’ themes from different countries into the English classroom. In this study, the researcher distributed a questionnaire to 58 students in a senior high school in Yogyakarta. The study indicated that the respondents’ preferences were mostly about local culture (Yogyakarta and Indonesian culture), followed by target culture (culture of English-speaking countries) and international culture. In accordance with the cultural themes, they showed a relatively higher preference toward Big ‘C’ over the little ‘c’ culture. Concerning Indonesian culture, the students were excited in learning about art/literature, history, and food while for Yogyakarta culture includes history, foods, and lifestyles. Meanwhile, for target culture (Britain, America, and Australia), the students were eager to learn about lifestyles and foods. The last, for international culture, the cultural themes of lifestyles and music/sports were preferred by the students.

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Moore, Sarah, Rita Barbour, Hanh Ngo, Craig Sinclair, Richard Chambers, Denese Playford, Kirsten Auret, and Craig Hassed. "The Rural Clinical School of Western Australia Mindfulness Project." International Journal of Whole Person Care 7, no. 1 (January 15, 2020): 51. http://dx.doi.org/10.26443/ijwpc.v7i1.237.

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Background: Medical students experience high levels of stress during their training. Literature suggests that mindfulness can reduce stress and increase self-compassion levels in medical students. Most mindfulness training programs are delivered face-to-face and require significant time commitments, which can be difficult to achieve for rurally-based students with heavy academic workloads.Aim: We sought to determine the feasibility and effectiveness of a mindfulness training program delivered online to medical students at a Rural Clinical School.Methods: An 8-week online training program was delivered to third year medical students at the Rural Clinical School of Western Australia in 2016.Using quantitative-qualitative mixed-methods approach, we measured the frequency and duration of the participants’ mindfulness meditation practice, and assessed changes in their perceived stress, self-compassion and compassion levels, as well as personal and professional attitudes and behaviours.Results: 47 students were recruited to the study. 50% of participants were practising at least weekly by the end of the 8-week program, and 32% of responding students reported practising at least weekly 6 months following the intervention. There was a statistically significant reduction in participants’ perceived stress levels and a significant increase in self-compassion at 6 month follow up. Participants reported qualitative insights about the personal and professional impact of mindfulness meditation training as well as barriers to practice.

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Ian, Chambers, Roberts John, Urbaniak Suzy, Gibson David, Durant Graham, Cerini Bobby, Maulloo Aman, et al. "Education for Sustainable Development: A Study in Adolescent Perception Changes Towards Sustainability Following a Strategic Planning-Based Intervention—The Young Persons’ Plan for the Planet Program." Sustainability 11, no. 20 (October 20, 2019): 5817. http://dx.doi.org/10.3390/su11205817.

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In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons’ Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents’ appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments.

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Saha, Lawrence J. "Do Private Schools in Australia Produce More Active Citizens?" Educational Practice and Theory 43, no. 1 (May 1, 2021): 5–22. http://dx.doi.org/10.7459/ept/43.1.02.

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The focus of this paper is whether type of Australian school attended makes a difference in student engagement in political and civic culture. Recently private schools have been said to “undermine cohesion” in Australian society. Similarly, it was argued over two decade ago that Australian private schools have skimmed the elite students from the government sector and now “impart to their pupils values and preferences of the culture from which they are drawn”, namely the dominant culture. Using data from the Youth Electoral Study (YES) survey, this analysis examines whether Australian students in government, Catholic and Independent schools differ in six political domains: voting commitment, positive attitude toward voting, political knowledge, political activism, political trust and civic volunteer behaviour. At the bivariate level, students in private schools generally show higher levels of political engagement compared to students in government schools in all domains. However, when family and school variables are controlled, the differences between these students in voting commitment, political knowledge and volunteer behaviour disappear. However students in Catholic schools show significantly higher levels in positive attitude toward voting and political activism. The effects of Independent schools disappear for five political domains but a significantly high level of political trust remains. Explanations for these patterns of outcomes are put forward, and directions for future research are explored.

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Craven, Rhonda G., Marjorie Seaton, and Alexander S. Yeung. "Attitude to Non-Violence Scale: Validity and Practical Use." Journal of Interpersonal Violence 32, no. 13 (June 16, 2015): 2018–45. http://dx.doi.org/10.1177/0886260515590785.

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This study used recent advances in attitude and self-perception research to develop an Attitude to Non-Violence Scale (ANVS). Participants were students from six high schools in Australia ( N = 727). Confirmatory factor analysis using within-construct and between-construct validation approaches found two positive attitude sub-scales: Cognitive (proactive understanding) and Affective (do not endorse violence), both showing convergent and discriminant validity. Scale equivalence tests found that the sub-scales were applicable to boys and girls and to junior and senior grades. Structural equation modeling found that boys had less supportive attitudes to non-violence cognitively, whereas female students in senior secondary classes had less positive attitudes to non-violence affectively. The ANVS can be easily administered to assess youth’s non-violence attitudes, which may direct interventions focusing on boys’ cognitive aspects while maintaining girls’ positive affective attitudes toward non-violence as they mature. The positively framed instrument is suitable for education settings especially in high-risk locations where violence is prevalent.

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gaspard, luke. "Australian high school students and their Internet use: perceptions of opportunities versus ‘problematic situations’." Children Australia 45, no. 1 (March 2020): 54–63. http://dx.doi.org/10.1017/cha.2020.2.

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AbstractThe Internet has, for varied reasons, emerged as a critical mediating tool in the everyday experience for many young people. Opportunities for access and participation are vast and well-documented. There are, however, risks, or more accurately ‘problematic situations’, associated with these online experiences. From a digital youth’s perspective, real and perceived threats, primarily related to content, contact and conduct, all play to policy agendas, and adult fears of how best to protect youth within virtual space where the boundaries of private and public are easily blurred and compromised. Drawing upon a purposive sample of four high schools, in greater Melbourne, Australia, frequency analysis is performed on questionnaire data from 770 students aged 12–18. Adapting the research taxonomy from the EU Kids Online (2014, EU Kids Online: findings, methods, recommendations (deliverable D1.6)) project, this paper extends that work by developing a more comprehensive coding structure to reflect the complex attitudes high school students of this study exhibit with their online practice. In doing so, this research, via a more nuanced classification, supports the ongoing validity of previous research that points to navigation of the Internet as a continuing contestation between balancing opportunity and risk.

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Galliott, Natal’ya, Linda J. Graham, and Naomi Sweller. "Who Struggles Most in Making a Career Choice and Why? Findings From a Cross-Sectional Survey of Australian High-School Students." Journal of Psychologists and Counsellors in Schools 25, no. 2 (May 4, 2015): 133–51. http://dx.doi.org/10.1017/jgc.2015.7.

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This article reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending Years 9–12 (N = 706) in New South Wales, Australia, were invited to participate in an online survey that sought to examine factors influencing their readiness to make a career choice. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, career aspirations, and students’ knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were ‘uncertain’ of their future career aspirations with respect to their individual characteristics, such as age and gender. There were, however, significant differences in relation to students’ family background, and their perceptions associated with their own academic abilities and self-efficacy.

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Lee, Jackie. "Attitudes towards disputable usages among Australian teachers and students." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 109–29. http://dx.doi.org/10.1075/aral.25.1.06lee.

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Abstract Some previous studies (eg Watson, 1978; Collins, 1979) have found that while Australian teachers are sensitive to traditional prescriptions such as the use of whom rather than who in object function, and between you and me rather than between you and I, Australian students accept language variation more readily. This paper aims to examine whether Australian teachers nowadays still display more conservative attitudes towards disputable usages than their students. Data were collected via several elicitation tests. In the first survey, 34 Australian English teachers and 54 Australian high school students were invited to participate in a judgement test. In the second survey, 73 Australian teachers and 207 Australian students were presented with a slot-filling test and a proofreading test. The findings showed considerable differences between teachers and students towards disputable usages. Australian teachers had a higher tendency to reject and replace items such as different than, these sort and dangling participles. This suggests that tolerance diminishes with involvement in teaching.

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Harris, Mary B. "Coeducation and Sex Roles." Australian Journal of Education 30, no. 2 (August 1986): 117–31. http://dx.doi.org/10.1177/000494418603000202.

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In order to test conflicting hypotheses about the effects of coeducational versus single-sex schooling, 538 first-term Australian university students who had attended single sex or coeducational high schools were compared on a number of variables relating to sex roles. Those from the two types of schools did not differ significantly on the Australian Sex Roles Inventory or on a measure of nontraditional attitudes towards sex roles, although males and females differed in predictable ways. Most subjects, particularly those from coeducational schools, felt that coeducational schools are preferable and lead to a more natural attitude towards the opposite sex. Subjects from coeducational rather than single-sex schools said that they had more opposite-sex friends in high school and were more likely to feel that their school helped rather than hindered their everyday relations with the opposite sex and their chances for a happy marriage. However subjects did not feel that boys and girls learn or behave better in coeducational schools, and there were no differences in the percentages of subjects from the two types of schools who reported having had sexual intercourse or been in love while in high school. The single-sex schools attended tended to differ from the coeducational ones in being smaller, more urban, and more likely to be selective, which made comparisons difficult to interpret. Nevertheless it seems reasonable to conclude that coeducational schooling, at least for this selective sample, may have some advantages in fostering interactions with the opposite sex.

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van Lieshout, Emile, and Vaille Dawson. "Knowledge of, and Attitudes Towards Health-related Biotechnology Applications Amongst Australian Year 10 High School Students." Journal of Biological Education 50, no. 3 (January 25, 2016): 329–44. http://dx.doi.org/10.1080/00219266.2015.1117511.

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Dawson, Vaille, and Christina Soames. "The effect of biotechnology education on Australian high school students’ understandings and attitudes about biotechnology processes." Research in Science & Technological Education 24, no. 2 (August 19, 2006): 183–98. http://dx.doi.org/10.1080/02635140600811569.

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Haque, Amber. "Attitudes of high school students and teachers towards Muslims and Islam in a southeastern Australian community." Intercultural Education 12, no. 2 (July 2001): 185–96. http://dx.doi.org/10.1080/14675980120064827.

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Subekti, Adaninggar Septi, Anesti Budi Ermerawati, Ignatius Tri Endarto, Lemmuela Alvita Kurniawati, Mega Wati, Andreas Winardi, Arida Susyetina, and Fransisca Endang Lestariningsih. "INTRODUCING VARIETIES OF ENGLISHES TO HIGH SCHOOL STUDENTS AT SMA KRISTEN KALAM KUDUS SURAKARTA THROUGH ENGLISH CONVERSATION CLUB." Abdimas Galuh 4, no. 2 (October 2, 2022): 948. http://dx.doi.org/10.25157/ag.v4i2.7758.

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The article reports a community service programme in the form of the English Conversation Club (ECC) for students of Kalam Kudus Senior High School, Surakarta, Central Java. It was conducted in the form of eight 40-50-minute online sessions via Google Meet from January 2022 up to May 2022. 30 students participated in the programme. The programme was mainly designed to introduce the participants to varieties of English such as Tagalog, Korean, Japanese, Australian, and Singaporean Englishes and to describe various places in Indonesia or abroad. Introducing varieties of English, more specifically, was intended to nurture positive attitudes towards varieties of English around the world and local accents with speaking English, including Indonesian accents, which in turn could motivate them to speak English confidently regardless of their accents. The participants reported generally positive attitudes towards the programme even though some participants still saw little relevance as to why they should learn varieties of English other than British and American. This slightly negative attitude may be attributed to the participants' limited previous exposure to varieties of English. The combination of limited duration, a big number of participants, and the online mode of the programme may also lessen the effectiveness and how well the materials on varieties of Englishes were delivered. Based on the limitations, it is suggested that to be more effective, future programmes were designed considering more carefully the duration of each meeting, the number of participants, as well as the participants' level of proficiency and previous background knowledge.

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O'Dea, Bridianne, Catherine King, Mirjana Subotic-Kerry, Kathleen O'Moore, and Helen Christensen. "School Counselors’ Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey." JMIR Mental Health 4, no. 4 (November 20, 2017): e55. http://dx.doi.org/10.2196/mental.8369.

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Background Mental health problems are common among youth in high school, and school counselors play a key role in the provision of school-based mental health care. However, school counselors occupy a multispecialist position that makes it difficult for them to provide care to all of those who are in need in a timely manner. A Web-based mental health service that offers screening, psychological therapy, and monitoring may help counselors manage time and provide additional oversight to students. However, for such a model to be implemented successfully, school counselors’ attitudes toward Web-based resources and services need to be measured. Objective This study aimed to examine the acceptability of a proposed Web-based mental health service, the feasibility of providing this type of service in the school context, and the barriers and facilitators to implementation as perceived by school counselors in New South Wales (NSW), Australia. Methods This study utilized an online cross-sectional survey to measure school counselors’ perspectives. Results A total of 145 school counselors completed the survey. Overall, 82.1% (119/145) thought that the proposed service would be helpful to students. One-third reported that they would recommend the proposed model, with the remaining reporting potential concerns. Years of experience was the only background factor associated with a higher level of comfort with the proposed service (P=.048). Personal beliefs, knowledge and awareness, Internet accessibility, privacy, and confidentiality were found to influence, both positively and negatively, the likelihood of school counselors implementing a Web-based school mental health service. Conclusions The findings of this study confirmed that greater support and resources are needed to facilitate what is already a challenging and emotionally demanding role for school counselors. Although the school counselors in this study were open to the proposed service model, successful implementation will require that the issues outlined are carefully addressed.

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Jupp, J. J., and B. Plummer. "The effect of social skills and assertiveness training on the attitudes and behaviours of socially anxious adolescents." Queensland Journal of Guidance and Counselling 3 (November 1989): 29–38. http://dx.doi.org/10.1017/s1030316200000157.

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Skills deficit, anxiety, inhibition and cognitive interference models have been proposed to explain why people characteristically behave unassertively. Northern American professionals now use omnibus procedures based on these perspectives to modify attitudes and behaviours associated with shyness. The investigation reported here attempted to examine how effectively an omnibus package of procedures based on the three different models translated to the Australian context. Subjects were young, shy, socially non-assertive Australian high school students. The design was quasi-experimental and used an experimental control group test-retest follow-up design. Results of the study showed that subjects expressed stronger assertive belief s and had more internal locus of control following the intervention. However, there was no evidence of significant change in behaviour or in self-concept. There was independent evidence that there may have been a “ripple” effect. Reasons for these apparently less effective outcomes among Australian students, in contrast with American students, are discussed.

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Sitoayu, Laras. "The Effect of Animated Media on Knowledge and Attitudes Regarding Physical Activity." Jurnal PROMKES 10, no. 2 (September 15, 2022): 179–86. http://dx.doi.org/10.20473/jpk.v10.i2.2022.179-186.

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Background: There is an increasing prevalence of obesity, and lack of physical activity is the cause of changes in physical activity patterns. Educating children about physical activity is necessary to increase knowledge and change their attitudes and behavior. The media that can be used is animation media. Objective: This study aims to describe the behavior and effect of animated media regarding changes in knowledge and attitudes towards physical activity for 8th-grade students. Methods: A quasi-experimental study with a non-equivalent control group using 51 samples from JUNIOR HIGH SCHOOL Wahidin Cirebon and JUNIOR HIGH SCHOOL 220 Jakarta and proportioned stratified random sampling. The variables were knowledge and attitudes. The animation media for the control group was from the Ministry of Health, while for the intervention group was created by researchers from the Australian Government (Department of Health) (2019) and the U.S. Department of Health and Human Services (2008). The sample’s criteria included having a stable signal and Gmail, being able to use Google Meet, and filling out the pre-test and post-test. Data collection was in one day on April 22nd 2021, for Junior High School Wahidin Cirebon, and June 2nd 2021, for Junior High School 220 Jakarta using Google Form with 29 questions. Data analysis used T-Test Independent, Wilcoxon, and Mann-Whitney. Results: The average knowledge scores in control group with animated media from Ministry of Health during pre-test and post-test were 61.00 and 66.00, while intervention group with researcher’s animation media during pre-test and post-test were 69.68 and 84.52. The average scores of attitudes in control group during pre-test and post-test were 86.03 and 78.26, while intervention group during pre-test and post-test were 78.77 and 87.73. Positive behavioral descriptions for control group and intervention group were 55% and 48,4%. Conclusion: The results showed a change in knowledge and attitudes after intervention for the intervention group and the opposite for the control group. Animated media about physical activity can be used as an educational media because it has more effect on increasing knowledge and attitudes than comparison animation media. Suggestions for further research consist of adding behavioral change variables and intervention more than once during the study.

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Fithria, Fithria, Muhammad Adlim, Syarifah Rauzatul Jannah, and Teuku Tahlil. "A RANDOMIZED CONTROLLED TRIAL ON THE ISLAMIC-BASED PROGRAM USING FAMILY APPROACHES IN PREVENTING ADOLESCENTS’ SMOKING BEHAVIOR IN INDONESIA: A STUDY PROTOCOL." Belitung Nursing Journal 6, no. 4 (August 7, 2020): 136–40. http://dx.doi.org/10.33546/bnj.1112.

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Background: Smoking is a significant problem especially among Indonesian adolescents. A number of smoking prevention programs have been developed and implemented, but most of them do not work significantly for the Indonesian adolescents who are mostly Muslim.Objective: The aim of this article is to outline a study protocol for measuring the effects of Islamic-based program using family approaches on the prevention of adolescents’ smoking behavior.Methods: The study will use a cluster randomized controlled trial conducted in three junior high schools, in Aceh Province, Indonesia. A total of 150 students will be involved in this study, where each school will be represented by 50 students. Each school group will be given the respective treatments. The first group will receive health-based intervention program, the second group will receive Islamic-based intervention program, and the last group will act as a control group receiving no intervention. The outcomes include the knowledge about smoking, attitudes toward smoking, smoking intention and smoking behavior of the adolescents. All outcomes will be measured using validated questionnaires.Discussion: If the Islamic-based intervention using family approach is effective, then this approach could be implemented not only in Indonesia but also in other countries with the same social characteristics.Trial registration: Australian New Zealand Clinical Trial Registry, ACTRN 12620000465954

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Gutman, Dasia Black. "Aboriginal Children Want to Learn ‘Good School Work’." Aboriginal Child at School 20, no. 2 (May 1992): 12–24. http://dx.doi.org/10.1017/s031058220000777x.

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The study sets out to find out urban Aboriginal children's views of schools and teachers, particularly the things they enjoy and find valuable in their schooling experience and their ideas on what changes they would like to see. Literature indicates that whilst, on the one hand, Aboriginal parents and communities increasingly “want to help my children do better at school” (de Lacy, 1985, p..282), on the other hand very few succeed, especially once they have entered high school. A study by Goodnow and Burns (1985) has shown that primary school children are very discriminating judges of what helps them learn. Thus finding out what Aboriginal children actually say about their school experience may help educators to interpret their behaviour in the school setting more accurately and consequently to communicate with them more effectively. In the fairly extensive literature on Aboriginal children's education a number of relevant themes recur. One is the importance of personal relationships in Aboriginal children's learning. Affiliation is the basis of traditional Aboriginal relationships with individuality of the person secondary to the close knit family group. This is expressed as concern with affectionate relations in Aboriginal children's interactions with teachers and peers. It relates to what Honeyman (1986) calls traditional Aboriginal society's “humane teaching”, where education was through guidance rather than direct instruction. Another theme is the unpredictability of educational outcomes for Aboriginal students, particularly the nature of the acquisition of English literacy. “It is the most puzzling yet most debilitating characteristic of Aboriginal education to be recognised in recent times.” (Willmot, 1989, p.10) There are contradictory findings on Aboriginal adolescents' attitudes to school. Jordan (1984) in her South Australian study found that Aboriginal students had a “positive view of schooling and school personnel” (p.289).

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Worsley, Anthony, and Grace Skrzypiec. "Environmental attitudes of senior secondary school students in South Australia." Global Environmental Change 8, no. 3 (October 1998): 209–25. http://dx.doi.org/10.1016/s0959-3780(98)00016-8.

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KODAMA, HIROMI, and TOSHINORI ISHIKUMA. "Middle School and High School Students’ Attitudes Toward Learning :." Japanese Journal of Educational Psychology 63, no. 3 (2015): 199–216. http://dx.doi.org/10.5926/jjep.63.199.

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VILÀ BAÑOS, Ruth, Assumpta ANEAS ÁLVAREZ, Angelina SÁNCHEZ MARTÍ, and Montserrat FREIXA NIELLA. "High School Students’ Attitudes towards Migrant Youth." Revista de Cercetare si Interventie Sociala, no. 78 (September 15, 2022): 72–86. http://dx.doi.org/10.33788/rcis.78.5.

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The appearance of unaccompanied migrant minors in our communities and the impact they have had on Spanish society, and vice-versa, is a phenomenon of outstanding educational importance, as it has brought into public awareness issues such as child vulnerability and focused our attention on the legal, social and educational policies and resources that are meant to materialise an inclusive, democratic and just society. Around these young people, mainly from the Maghreb and therefore identified with Islam, society has created an image that serves to bolster many Islamophobic, xenophobic and racist discourses emanating from the media and the ideologies of Spanish far-right political parties. This is achieved by generalising the criminal conduct of some migrant youths, by depersonalising them as human beings and by linking news about them to vicarious emotions such as mistrust and the feeling of menace. Recognising the importance of this phenomenon, in this article we present the results of a study aiming to identify and analyse the main stereotypes, attitudes and prejudices that Barcelona secondary-school students have towards unaccompanied migrant minors (MENA in their Spanish initials). To this end a questionnaire based on the Overcoming Prejudice Scale (Etxeberria, Murua, Arrieta, Garmendia & Etxeberria, 2012) was administered. Our findings showed that high-school students hold certain prejudices and stereotypes that should be tackled in order to promote the integration and inclusion of unaccompanied migrant minors and to ensure a culture of peace among young people.

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Haberman, Bruria. "High-School Students' Attitudes Regarding Procedural Abstraction." Education and Information Technologies 9, no. 2 (June 2004): 131–45. http://dx.doi.org/10.1023/b:eait.0000027926.99053.6f.

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Campbell, N. Jo. "High School Students' Computer Attitudes and Attributions." Journal of Adolescent Research 5, no. 4 (October 1990): 485–99. http://dx.doi.org/10.1177/074355489054007.

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Vittes, Katherine A., Susan B. Sorenson, and Dennis Gilbert. "High school students’ attitudes about firearms policies." Journal of Adolescent Health 33, no. 6 (December 2003): 471–78. http://dx.doi.org/10.1016/s1054-139x(03)00142-3.

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FELTEY, KATHRYN M., JULIE J. AINSLIE, and ALETA GEIB. "Sexual Coercion Attitudes among High School Students." Youth & Society 23, no. 2 (December 1991): 229–50. http://dx.doi.org/10.1177/0044118x91023002004.

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Monneuse, Olivier J. Y., Avery B. Nathens, Nicole N. Woods, Julie L. Mauceri, Sonya L. Canzian, Wei Xiong, and Najma A. Ahmed. "Attitudes about Injury among High School Students." Journal of the American College of Surgeons 207, no. 2 (August 2008): 179–84. http://dx.doi.org/10.1016/j.jamcollsurg.2008.01.021.

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Bussert-Webb, Kathy, and Zhidong Zhang. "Reading Attitudes of Texas High School Students." Reading Psychology 37, no. 3 (July 15, 2015): 424–48. http://dx.doi.org/10.1080/02702711.2015.1059396.

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Avcı, Esat, Özgül Su Özenir, Orkun Coşkuntuncel, Hasibe Gül Özcihan, and Gülcihan Su. "Attitudes of High School Students towards Geometry." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 5, no. 3 (December 24, 2014): 304. http://dx.doi.org/10.16949/turcomat.49922.

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Mercier, Kevin, and Stephen Silverman. "High School Students’ Attitudes Toward Fitness Testing." Journal of Teaching in Physical Education 33, no. 2 (April 2014): 269–81. http://dx.doi.org/10.1123/jtpe.2013-0153.

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The purpose of this study was to investigate the attitudes of high school students toward fitness testing. An instrument containing 18 items and four factors measuring student’s attitudes toward fitness testing: cognitive, affect-enjoyment, affect-feelings, and affect-teacher was completed by 524 boys and 675 girls (N = 1199). MANOVA indicated significant differences among the dependent variables for grade and gender. A stepwise discriminant function analysis (DFA) indicated affect-feelings then affect-enjoyment as variables that predicted these differences. Follow-up tests indicated that gender, and not grade, was the cause of the significant affect-feelings differences. MANOVA for fitness test types and the follow-up DFA indicated that students who completed the FitnessGram test had significantly higher cognitive attitudes than those who completed the President’s Challenge. The results suggest that student gender and the type of fitness test impact and lead to differences in attitudes.

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Kubiatko, Milan, Zuzana Haláková, Soňa Nagyová, and Tibor Nagy. "Slovak high school students' attitudes toward computers." Interactive Learning Environments 19, no. 5 (December 2011): 537–50. http://dx.doi.org/10.1080/10494821003612232.

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Ho, Yen-Ju, and Chao-Chin Yu. "Attitudes of High School and Vocational School Students Toward Breastfeeding in Taiwan." Journal of Perinatal Education 23, no. 2 (2014): 89–95. http://dx.doi.org/10.1891/1058-1243.23.2.89.

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Infant feeding decisions depend on breastfeeding attitudes. This study examined the high school and the vocational school students’ attitudes toward breastfeeding. The descriptive cross-section survey was applied. A stratified random sample of 1,319 male and female students was carried out. The results revealed that female students were more positive than male students in breastfeeding attitudes. Of the female students, 34.7% (n = 458) reported that they will plan to breastfeed, and 29% (n = 382) male students indicated that they will encourage breastfeeding. Moreover, two-thirds (60.7%, n = 801) of the participants favored the inclusion of breastfeeding information in the school curriculum. Findings from this study suggest that breastfeeding information needs to be addressed earlier among adolescent students to increase positive breastfeeding attitudes.

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Balla, Bettina claudia, andrás terebessy, emese tóth, and péter Balázs. "Hungarian high school students' attitudes toward HPV vaccination." New Medicine 19, no. 3 (September 30, 2015): 94–100. http://dx.doi.org/10.5604/14270994.1179850.

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Mutshaeni, H. N., C. Denhere, and F. Ravhuhali. "High School Students’ Attitudes towards the Teaching Profession." Journal of Sociology and Social Anthropology 6, no. 2 (April 2015): 227–33. http://dx.doi.org/10.1080/09766634.2015.11885662.

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Houtz, Lynne E., and Uma G. Gupta. "Nebraska High School Students’ Computer Skills and Attitudes." Journal of Research on Computing in Education 33, no. 3 (March 2001): 316–27. http://dx.doi.org/10.1080/08886504.2001.10782317.

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Yenılmez, Kursat. "Attitudes of Turkish High School Students toward Mathematics." International Journal of Educational Reform 16, no. 4 (October 2007): 318–35. http://dx.doi.org/10.1177/105678790701600401.

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Kim, Hyun-Jung, Hun-Gi Hong, and Jee-Hye Hong. "High School Students' Perception and Attitudes toward Nanotechnology." Journal of the Korean Chemical Society 55, no. 1 (February 20, 2011): 104–11. http://dx.doi.org/10.5012/jkcs.2011.55.1.104.

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Jafri, T., and V. Tellis. "Attitudes of high school students regarding organ donation." Transplantation Proceedings 33, no. 1-2 (February 2001): 968–69. http://dx.doi.org/10.1016/s0041-1345(00)02289-2.

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Florian, Victor, and Dov Kehat. "Changing High School Students' Attitudes Toward Disabled People." Health & Social Work 12, no. 1 (1987): 57–63. http://dx.doi.org/10.1093/hsw/12.1.57.

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Marshall, Elaine, Janet Alexander, Vera Cull, Ellen Buckner, Kate Jackson, and Kathy Powell. "Parenting and Childrearing Attitudes Among High School Students." Journal of Community Health Nursing 11, no. 4 (December 1994): 239–48. http://dx.doi.org/10.1207/s15327655jchn1104_6.

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Rahil, Nazwar Hamdani, and Tia Amestiasih. "Analisis Faktor Yang Berhubungan dengan Kesiapsiagaan Pemuda dalam Menghadapi Bencana Gempabumi." Jurnal Formil (Forum Ilmiah) Kesmas Respati 6, no. 1 (May 6, 2021): 107. http://dx.doi.org/10.35842/formil.v6i1.340.

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Indonesia is located at the junction of four tectonic plates, namely the Asian Continent plate, the Australian Continent, the Indian Ocean plate, and the Pacific Ocean plate. This condition also makes Indonesia prone to earthquakes. The earthquake has an impact on causing loss of life and material. To reduce the impact of disasters, it requires a preparedness to face earthquakes. The purpose of this research is to analyze the factors related to earthquake preparedness. The design of this research is an analytic observation with a cross-sectional approach. The population of this study was members of the Karangtaruna village of Trimulyo, Jetis, Bantul, Yogyakarta, with a total of 200 respondents. The sample size is 122 respondents who are calculated using the Slovin formula, with a simple random sampling technique. The factors analyzed include respondent characteristics (age, gender, education level, marital status, occupation), disaster experience, availability of resources (disaster preparedness team, early warning, evacuation routes), disaster education, frequency of disaster education. The research was carried out from May-September 2020. The results of the study obtained the age of the majority of respondents in the adult category (86.1%), the majority of gender was female (51.5%), the majority of high school education level (65.6%), the majority of students' occupation (43.4%). The majority of respondents had attended disaster education (67.2%), the majority had experienced disaster once (50%), the majority had attended disaster education 1 time (53.3%). Major evacuation routes are in the existing category (73%), and the availability of the disaster preparedness team is mostly in the existing category (50%). The statistical test results obtained KMO and Bartlett's test values (0,000). The results of the factor analysis show that there are two factors that can represent other variables that affect preparedness. These factors are knowledge - attitudes and the availability of infrastructure

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Dimitrova-Radojičić, Daniela. "The High School Students Attitudes towards Peers with Blindness." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 10, no. 3 (December 20, 2022): 109–15. http://dx.doi.org/10.23947/2334-8496-2022-10-3-109-115.

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The purpose of this study was to investigate the attitudes of high school pupils toward peers with blindness. Using the CATCH-scale (Chedoke-McMaster Attitudes towards Children with Handicaps), 218 high school students’ attitudes were assessed. High school students generally had a positive attitude towards students with blindness. The total scores on the CATCH- scale was a little higher for female students, but with no statistically significant difference (p>.05). Generally, the implications of this research suggest that regular schools must implement coexistence programs that will lead to even better attitude in inclusive settings.

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Tanti, T., A. Astalini, D. A. Kurniawan, D. Darmaji, T. O. Puspitasari, and I. Wardhana. "Attitude for Physics: The Condition of High School Students." Jurnal Pendidikan Fisika Indonesia 17, no. 2 (November 19, 2021): 126–32. http://dx.doi.org/10.15294/jpfi.v17i2.18919.

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The purpose of this study was to determine student attitudes towards learning physics in high schools in the city of Jambi and Batang Hari. The method used is a survey type quantitative research method. The data collection technique in this study used purposive sampling technique with the research instrument used was a questionnaire instrument. The data analysis used in this research is descriptive analysis. Based on the results of the study, attitudes based on indicators of social implications, scientist normality, and attitudes towards physics research conducted at SMAN 8 Jambi City with the physics attitudes at SMAN 10 Batang Hari can be concluded that the results displayed are different from the category results and the number of respondents. So that there are different conditions from the two SMAs. This comparison also shows that SMAN 8 Kota Jambi shows a better attitude seen from the percentage and number of respondents.

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Failasofah, Failasofah, Gyongyi Fabian, and Ismanto Fnu. "Indonesian high school students’ attitudes towards bilingual classroom instructions." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (December 28, 2018): 84–88. http://dx.doi.org/10.18844/prosoc.v5i3.3913.

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This study investigates Indonesian high school students’ attitude towards the benefits of bilingual classroom instructions. The researchers also share the view that bilingual program which is advocates the use of two languages in teaching and learning processes strengthens the concept of the two languages and constructs an automatic good translating system in learners’ brain which is fruitful to establish meta-cognitive and cognitive strands. For this study, the data were obtained from the distribution of a questionnaire adapted from synthesising some benefit of learning other languages that learners could experience in bilingual education: 1) the language benefit for communication, 2) a better understanding of ideas and concepts, 3) access to more opportunities in life and 4) social and inter-cultural. The finding suggests that most students of the eleventh 11th grade of Madrasah Aliyah Negeri Cendekia Jambi had a positive attitude towards the benefits of bilingual instruction. Keywords: Bilingualism, bilingual instruction, attitude.

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N, Ramalingam, and Palanivelu G. "Study of attitudes towards values among High School Students." International Research Journal of Tamil 4, no. 1 (November 29, 2021): 11–16. http://dx.doi.org/10.34256/irjt2212.

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Field research was used to find a attitude towards value among high school students. In Tiruvallur district, 250 high school students were selected as study samples in simple event sampling. The data was designed and the data was designed by the Sublime Attitude Scale Investigator to collect research data. The data collected was tested using analyses at the point of average, deplanation, t-test, etc. As a result of the study, high school students have a significant difference in their gender, language of instruction and school location. To bridge these differences, teachers should first be trained in workplaces to teach values in conjunction with the subject. In order to encourage teachers to provide research papers on value, they should participate in seminars and workshops to improve their teaching skills. Thus, when teachers combine with the subject during learning teaching and teach them values, students can become better citizens.

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Journal articles on the topic 'High school students Australia Attitudes'

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