Journal articles on the topic 'High school students Australia Social conditions'

A deep understanding of school travel mode can help policymaking related to the optimization of the school travel structure, alleviating urban traffic congestion due to the increasingly prominent phenomenon of urban sprawl. However, existing studies in this field are based on a specific research perspective, and comprehensive reviews are rather limited. Therefore, this study aims to provide an in-depth, systematic review of school travel by using bibliometric analysis. Firstly, based on the Web of Science, TRID, ScienceDirect, and MEDLINE databases, 457 studies about school travel are selected from between 1996 and 2021. Secondly, utilizing bibliometric analysis, the research progress is summarized with emphasis on the annual performance of the literature, publication status of a country or region, literature source institutions, keywords of the literature, and co-citation network analysis. The research results show that (1) the United States, Canada, and Australia rank top in the number of studies on school travel, and they also have high citation frequency and connection strength. (2) This study collects studies published in 34 journal publications, and the “Journal of Transport & Health” is the main source for publishing research. (3) The choice of school travel mode is significantly affected by individual characteristics, family conditions, and social status. The built environment and parental factors play a leading role in students’ active travel to school, and independent mobility and active transport contribute to students’ healthy development. However, policy planning is necessary to further improve the transportation infrastructure sustainability and school route safety. (4) Finally, several promising directions and potential limitations are discussed for developing countries based on the research progress in developed economies.

This qualitative study explored the experience of rural students who had undergone transitions between schools to continue their studies in Years 11 and 12. A thematic content analysis identified two main themes: social relationships and school issues. Social relationships, concerned with peer interactions and student-teacher relationships, had long-term significance while school issues, particularly academia and school structure, were considered a short-term concern. The study recommends increased attention to the development of peer and teacher relationships, informing students of the academic focus of Years 11 and 12, and maintaining the schools' current pre-transition preparation that introduces the students to the new school environment.

In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.

An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black male students. Despite efforts to reform ineffective schools and foster academic achievement for all students, there continues to be a lingering gap between affluent and poor as well as White and Black subgroups. This article explores the complexities of these issues. The authors examine the negative effects of intractable social barriers such as poverty and ineffective schooling. They suggest that currents trends reflect responsible approaches to reform but that the potential role of Black teachers has not been fully explored.

The objective of this study is to look at the condition of school well-being in students who have high academic achievement and attend featured schools. The composition and learning style of students in featured high schools is different from other schools, because students who have high academic achievement usually have a high desire to learn. In addition, these students are in a learning environment with good academic grades and high achievement competition. Then, there is a condition where other students have the opportunity to take part in a championship or an Olympic. However, it will be a pressure when a student who usually participates in the activity is not given the opportunity to participate. This study uses qualitative method with case study research design. Researchers collected data from four students who had high academic achievement in top schools with different background in life. The general conclusion of this study is that students with high academic achievement in excellent schools may not necessarily have a good school. Moreover, the description of each subject shows varied results. This study examines the dimensions of having (school conditions), loving (social relations), being (self-fulfillment), and health (health conditions). Through the implementation of this study, researcher expects that the welfare of all students will get more attention.

AbstractWhile increasing numbers of young high school students engage in part-time work, there is no consensus about its impact on educational outcomes. Indeed, this field has had a dearth of research. This paper presents a review of recent research, primarily from Australia and the United States, although it is acknowledged that there are considerable contextual differences. Suggestions for school counsellors to harness students' experiences to assist in educational and career decision-making are presented.

Introduction. Nowadays, professional self-determination is recognized to be a significant component of education. In a rapidly changing post-industrial society, professional self-determination turns into the continuous process of forming the professional trajectory by the individual based on the available personal opportunities and requirements. To enhance the effectiveness of this process, a person who is going to enter adulthood needs assistance not only in the choice of profession, but also in search of resources for development and implementation of own educational and professional scenario which is adequate to modern realities and challenges, as well as training in independent use of these resources. In this regard, one of the main priorities of schools is to provide support to students in their professional self-determination and the help in stage-by-stage making decisions on continuation of education and further professionalization.The aimof the present research is an assessment of the state of psycho-pedagogical support for the professional self-determination of students in a modern Russian public school.Methodology and research methods. The methodological framework was the set of competency-based, practice-focused and subject approaches with the position that professional self-determination is a cross-disciplinary continuous social phenomenon. A theoretical part of the research was “The concept of maintenance of professional self-determination of students in the conditions of continuing education”. Face-to-face and online questionnaires of teachers and parents were the leading methods of a practical part of the research. The Vortex program was used to process the data obtained using methods of mathematical statistics.Results and scientific novelty. The system of school education does not cope with the vocational-oriented education duty. Based on the review of scientific and sociological sources, the authors identified the problems which do not allow optimizing vocational-oriented work at school level. The authors examined the opinions of teachers and parents of Yekaterinburg school students. The questions dealt with the process of organizing the assistance for professional self-determination of children and teenagers, and the degree of respondents’ participation in this process. The authors concluded that most of teachers and parents suggest that vocational-oriented events should be held regularly since the 7–8th grades. The overwhelming number of respondents believe that acquisition of knowledge about the world of the professions and skills is additional, but it can be involved into the study load for the fullest self-realization of a child in the future. From the point of view of parents, the most popular professions among school students were revealed and ranged. The respondents’ estimates of a contribution to professional selfdetermination of pupils of additional professional education, socially useful labour and volunteering were analyzed. Factors and prerequisites of effective vocationaloriented work were highlighted. In particular, vocational-oriented work can be successful only in case parents of students are engaged members of the process. Practical significance.The materials, conclusions and recommendations of the research can be used to enhance vocational-oriented work among teenagers and students.

Middle and high school students interact via powerful social media platforms such as Facebook, Instagram, and Snapchat. Social media platforms are sometimes misused, resulting in cyberbullying and sexting that could adversely affect many in the school community. School counsellors, school psychologists, and educators are uniquely positioned to proactively address cyberbullying and sexting in schools with targeted educational and preventative programming. Attention to four facets is recommended: school climate initiatives, policy development and implementation, training in empathy and decision making in the context of online disinhibition, and challenges to use technology positively. Resources for cyberbullying and sexting prevention in Australia and the United States are highlighted.

The article deals with the need to study the high level of social competence of high school students in modern conditions and new methodological approaches to the study of social problems. Of particular importance in the education system is the issue of studying the experience of implementing the social competence of high school students. The article analyzes the main theoretical approaches in scientific research on the social competence of high school students in the context of cultural and national values. An excursion into the history of problems of social competence of high school students was conducted. Based on the analysis of scientific research by Russian and domestic scientists, it was decided to determine the main methodological approaches to the social competence of high school students. When considering this issue, it is necessary to pay special attention to the historical, cultural and spiritual values of the ethnic group, along with modern socio-cultural realities.There is an urgent need for an interdisciplinary study of the problems of social competence of high school students.

AbstractSupporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school communities will be in a better position to collaboratively create supportive learning and social environments. The findings of this small-scale study deepen our knowledge from the student perspective of the inclusive educational practices that facilitate and constrain the learning and participation of students with ASD. The students' perspectives were examined in relation to the characteristics of successful inclusive schools identified by Kluth (2003). Implications for inclusive educational practice that meets the needs of students with ASD are presented.

The article presents results of theoretical and empirical study concerning peculiarities of professional self-determination of high school students. It is shown that state of health is a factor, which determines conditions of personal socialization and peculiarities of its professional self-determination. Investigation of peculiarities of professional self-determination of visually-challenged high school students and students, who do not have any medical conditions, was carried out at special needs (correctional) comprehensive boarding school of Type III-IV (city of Saratov) and comprehensive secondary school located in Ivanteevka village (Saratov region) (n=50). We applied the following set of methods: «Differential-diagnostic questionnaire» by е. а. Klimova, «Orientation» questionnaire by V. е. Sigachyov and м. N. Rossokhach, questionnaire «Future Social Status». Comparative analysis showed that visually-challenged high school students underestimate their abilities; they are oriented towards a relatively narrow range of professions. Needs for self-realization and development of one’s abilities dominate in the structure of needs linked to future profession. Students without any medical conditions have a tendency to overestimate their abilities; the leading motive of their professional choice is the desire to achieve material wealth. The applied aspect of the problem under study can be realized in organization of psychological and pedagogical assistance to high school students aimed at the development of adequate visions concerning their personal abilities and their correlation with specific professions.

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.

This article substantiates the technology of social and professional self-determination of high school students in a rural institution of general Secondary Education, describes the developed stages and ways of implementing this technology in a meaningful way, shows the experience of implementation, and proves the effectiveness of the technology of social and professional self-determination of high school students. Today, there is an urgent need to create conditions for the formation of an individual educational request among high school students of general secondary education institutions, a personal need to choose professional activities, readiness for professional self-determination and further self-realization in new economic and socio-cultural conditions. The technology of socio-professional self-determination of high school students in the conditions of a rural institution of general secondary education in this study has all the signs of socio-pedagogical technology, which is defined as the most optimal sequence of socio-pedagogical activity, which allows to get a rational result in a specific situation. Work on the introduction of social and professional self-determination technology was carried out at 2 levels: internal school and external school.

The Aggression Replacement Training (ART) program is a comprehensive intervention for aggressive juvenile delinquents incorporating three components: Structured Learning, Anger Control Training and Moral Reasoning Training (Goldstein & Click, 1987). This paper investigates the efficacy of ART within a high school setting. Eighteen significantly aggressive students were selected using the Achenbach and Edelbrook (1986) aggression scale. Students (mean age 13 years and 9 months) were randomly assigned to one of three conditions: Condition 1, the entire ART program; Condition 2, the Moral Reasoning component only; and Condition 3, a no treatment condition. The dependent measures were performance on: Behaviour Incident Reports, aggressive and coping behaviours, the Kendall-Wilcox Self-Control Scale, Situation Tests, and a Sociomoral Reflections Measure. Two-way repeated measures ANOVAs were used to analyse the data. Compared to the two control conditions students completing the ART program: showed a significant decrease in aggressive incidences; a significant increase in coping incidences; and acquired significantly more social skills. Students in Condition 1 improved on the Combined Kendall-Wilcox Scale for Self-Control and Impulsivity. No significant differences were noted on the Sociomoral Reflections measure. ART appears to be an effective intervention for aggressive youth within a high school setting.

This study aimed to investigate some main factors affecting secondary students’ choice of high school in Tra Vinh province. A group of 777 participants including 440 urban and 337 rural secondary students in Tra Vinh city and some districts of Tra Vinh province was selected to answer the questionnaire. The results from the questionnaire revealed that three groups of factors (educational environment, school distinction and personal conditions) had nearly equal overall mean scores and influenced students more than the three remaining factors (social network, extra activities and location-transportation) in choosing their high school. In addition, no significant difference was found between urban and rural secondary students in choosing their high school. Based on the findings above, some possible recommendations were suggested to the executive boards of high school, secondary school teachers and secondary school students in order to assist them in choosing their appropriate high school.

Abstract Adolescents with severe disabilities often have few opportunities to learn alongside and connect socially with peers without disabilities at their high school. In this pilot study, nine high school students with severe disabilities were randomly assigned to three conditions: peer support arrangements, peer network intervention, or a comparison condition involving “business-as-usual” paraprofessional support. School staff served as intervention facilitators and researchers coached and monitored fidelity. Increased classroom interactions were observed for students in the peer support condition and enhanced social contacts and friendships were found for students in both peer support and peer network conditions. Students, peers, and educators perceived both peer-mediated interventions as highly acceptable and feasible. Drawing upon these exploratory findings, we offer recommendations for research and practice focused on fostering strong social connections within high schools.

Abstract. Skilled in pragmatic language, means skilled in using language forms ( words, phrases and clauses appropriately according to the conditions, situations and social contexts behind it. Such pragmatic skills may be established if the situation, conditions and social context behind the use of the language can be adequately mastered. This study aims to describe the percentage of contributions to the mastery of sociolinguistic concepts with pragmatic skills. In line with the purpose of the study, sociolinguistic mastery data with pragmatic skills of 28 sample people netted with test instruments and analyzed with statistics r¬2.From the results of the analysis conducted, obtained a determination index of 0.78 which means; mastery of sociolinguistic concepts contributes 78% to the achievement of students' pragmatic skills. In accordance with the results of the above analysis, it can be concluded that mastery of sociolinguistic concepts is a variable of criteria that contributes very meaningfully to the improvement of pragmatic skills. Thus, the research hypothesis yaang said that the mastery of the concept of sociolinguistics contributes meaningfully to the development of pragmatic skills of students of SMP Negeri 1 Nias Selatan, the truth is proven

Self-esteem is increasing in the United States according to temporal meta-analyses of the Rosenberg Self-Esteem Scale. However, it remains unclear whether this trend reflects broad social ecological shifts toward urban, affluent, and technologically advanced or a unique cultural history. A temporal meta-analysis of self-esteem was conducted in Australia. Australia shares social ecological and cultural similarities with the United States. On the other hand, Australian culture is horizontally individualistic and places a stronger emphasis on self-other equality compared to American culture. For this reason, the strengthening norm of positive self-esteem found in the United States may not be evident in Australia. Consistent with this possibility, the findings indicated that self-esteem among Australian high school students, university students, and community participants did not change between 1978 and 2014.

Purpose. To describe a 4-year intervention targeting fruit/vegetable consumption by high school students. Design. This is a cohort study involving six pairs of schools (n = 12) matched on gender, race, enrollment, and location with schools randomly assigned within pairs to intervention or control conditions. Setting. Twelve Archdiocese of New Orleans high schools. Subjects. Cohort was defined as students (n = 2339) who were ninth-graders in the 1993–94 school year who provided baseline data. Intervention. Four components of the intervention are: (1) school-wide media-marketing campaign, (2) school-wide meal and snack modification, (3) classroom workshops and supplementary subject matter activities, and (4) parental involvement. Measures. Focus groups were conducted for target population input and program development. Process evaluation included student feedback on media-marketing intervention materials and activities reported here. Process measures also included school meal participation, student characteristics, and verification of intervention activities. Results. Focus groups indentified barriers to increased consumption of fruit and vegetables as lack of availability, variety, and inconsistency in taste. Student attitudes were favorable regarding a school program to improve diet and parental involvement. Low consumption of fruits/vegetables was reported. After a 2-month school-wide program introduction utilizing various media-marketing materials and activities, 93% of students were aware of the program and 96% could identify the healthy eating message. Conclusions. Program development can be guided and enriched by student input via focus groups. Media-marketing activities effectively delivered health messages and attracted students' attention. Materials and activities used were acceptable channels for increasing awareness, positive attitudes, and knowledge about fruits/vegetables.

Introduction: Having impaired relations and limited interpersonal contact is associated with a sense of loneliness, and can result in a number of mental disorders, including the development of depression. Approximately one in five adolescents in the world suffers from depression, and first episodes of such are occurring at increasingly young ages. Due to a lack of appropriate support from parents, teachers and the healthcare system, the young person feels alone when dealing with their problem. Aims: The aims of this study are to determine the prevalence of anxiety, depression, aggression and sense of loneliness among high school students, and to analyze a correlation between loneliness and depression. Materials and methods: The study was conducted on 300 high school students in Poland. The study material was collected using the Hospital Anxiety and Depression Scale (HADS-M) and De Jong Gierveld Loneliness Scale (DJGLS). Results: A feeling of loneliness correlated significantly with depressive disorders (p < 0.005), with the strongest effect between the total HADS-M score and the total loneliness scale score (r = 0.61). The overall presence of disorders as per HADS-M was found to be 23%, and borderline conditions were found in 19.3%. In 24% of the students, disorders were revealed on the anxiety subscale and in 46.3% on the aggression subscale. On DJGLS, a very severe sense of loneliness was observed in 6.67% of the subjects, and in 42.3% of them, a moderate feeling of loneliness was indicated. On the social loneliness subscale, a severe sense of loneliness was found in 22.7%, while on the emotional loneliness subscale, it was found in 16.7% of the subjects. Conclusions: In this study, a quarter of the student participants experienced anxiety and depression disorders. Students showing higher levels of anxiety, depression, and aggression also showed enhanced loneliness. Girls showed higher levels of anxiety, depression and aggression, as well as emotional loneliness.

Reduced school attendance is a recognised risk factor for poorer outcomes both educationally and across a wide range of social, economic and personal indicators throughout life. Children and young people with chronic health conditions often have poor or disrupted records of school attendance due to periods of hospitalisation and time spent recuperating at home. Keeping students with health conditions connected to school and learning is critical to avoid a trajectory of school absence, disengagement from schoolwork and peers, reduced achievement in education and early school leaving. This paper reports on a research project conducted in Victoria, Australia, to connect 7–12 year old hospitalised children with their school using a specially designed Presence App run on a mobile tablet computer. Nine hospitalised students, their families and schools participated in the trial. Results indicate that the Presence App helped to create and maintain a social presence for the absent child in the classroom and keep students at risk of disengagement connected to school. Our research also showed that while the ‘Presence’ App complemented existing information and communication technology such as videoconferencing and email by connecting hospitalised student and school, it had added advantages over these modes of communication such as creating an on-going classroom presence for the hospitalised child while respecting privacy and attempting to minimise disruption in the hospital and classroom settings.

Estimates of daily smoking as high as 15 percent by Year 10 students (average age 15) suggest there is an urgent need to focus attention on the formulation of school-based cessation programs for young smokers, as an adjunct to existing prevention focused programs which serve the majority of young non-smokers. The purpose of this study was to gather recommendations from student smokers (in the middle high school years, about 15 years of age) which may be used in the design of school-based smoking cessation programs. This study investigated the opinions of 2865 smoking and nonsmoking Year 10 students drawn from twenty-one metropolitan high schools in Brisbane, Australia. The majority of students, including smokers, were supportive of school-based smoking cessation programs. Smokers reported a preference for the program to be voluntary, to be accessible during school time, and facilitated by other students or non-teaching personnel. A clear preference for individualized attempts to quit over more structured or group programs was evident. The majority of smokers reported that they preferred to quit on their own. They, however, also recognized the value of assistance from a supportive friend or being in a group of students who helped one other. In general, male and female students expressed the same preferences regarding methods of quitting. Males, however, appeared more difficult to motivate and more skeptical of quitting programs. Specific ideas for identifying students who may have higher support needs when quitting are provided.

The present study investigates the relationship between school students' part-time employment and their academic engagement and psychological well-being. High school students completed a questionnaire assessing the quantity and quality of their employment, cognitive and behavioural aspects of their academic engagement, and levels of stress they were experiencing. Employed students reported significantly greater stress in terms of less ability to cope with day-to-day events than did students who were not employed. Employed students also reported comparatively lower levels of attentiveness and cognitive engagement at school than students who were not employed. Gender effects also emerged: boys appeared to benefit more from employment than girls both in terms of lower levels of depression and higher self-concept when work conditions were positive. Implications for both individual counselling and whole-school welfare are discussed.

Field-based research programs offer students a singular opportunity to understand that today there are no simple scientific, economic or socio-political answers to the complex questions facing governments, communities, and local organizations. Through their research, students can gain a first-hand appreciation that decision making in the real world is a mix of all these disciplines, and that they have a vital role to play in participating in this process. According to the most recent Open Doors report (2006), issued by the Institute of International Education, about 206,000 US students studied abroad in 2004/5. While about 55% studied in Europe, an increasing number studied in other host countries around the world. Social science and physical science students comprised about 30% of all US study abroad students in this period. While study abroad programs encompassing a field research component are still in the minority, an increasing number of home institutions and field-based providers are supporting and conducting these types of programs. As the student papers in this Special Issue of Frontiers demonstrate, there is high quality work being produced by undergraduates in settings as diverse as France, Thailand, Kenya, South Africa and Mali. For these students this opportunity was likely a new experience, involving living and studying in international settings; dealing with language and culture differences; matriculating in programs operated by host country universities, independent program providers, or their home institution’s international program; and learning how to conduct research that meets professional standards. Much has been written and discussed regarding pre-departure orientation of US students studying abroad, along with studies and evaluations of the study abroad experience. Less discussion and research has focused on the experiences of the on-site faculty and staff who host students and incorporate field-based research into their courses and programs. These courses and programs involving student research include the following types: • International university-based research, in which the student conducts research on a topic as part of a course or term paper; • Independent field-based research, in which the student identifies a topic, organizes the project, and conducts the field work, analysis, write-up, etc. for an overall grade; • Collective field-based research, in which students, working under the guidance of a professor (either US or international), conduct a research project as part of a US-based course, or complementary to the professor’s research focus; • Client-focused, directed, field-based research in which the research conducted is in response to, or in collaboration with, a specific client ranging from an NGO, to a corporation, to an indigenous community, or a governmental agency. The purpose of this article is to describe some of the issues and challenges that on-site faculty and staff encounter in preparing and supporting US undergraduate students to conduct formal research projects in international settings in order to maximize their success and the quality of their research. The perspectives described below have been gathered through informal surveys with a range of international program faculty and staff; discussions with program managers and faculty; and through our own experience at The School for Field Studies (SFS), with its formal directed research model. The survey sought responses in the following areas, among others: preparing students to conduct successfully their field-based research in a different socio-cultural environment; the skill building needs of students; patterns of personal, cultural, and/or technical challenges that must be addressed to complete the process successfully; and, misconceptions that students have about field-based research. Student Preparation Students work either individually or in groups to conduct their research, depending on the program. In either case on-site faculty and staff focus immediately on training students on issues ranging from personal safety and risk management, to cultural understanding, language training, and appropriate behavior. In programs involving group work, faculty and staff have learned that good teamwork dynamics cannot be taken for granted. They work actively with students in helping them understand the ebb and flow of groups, the mutual respect which must be extended, and the active participation that each member must contribute. As one on-site director indicates, “Students make their experience what it is through their behavior. We talk a lot about respecting each other as individuals and working together to make the project a great experience.” Cultural and sensitivity training are a major part of these field-based programs. It is critical that students learn and appreciate the social and cultural context in which they will conduct their research. As another on-site director states, “It is most important that the students understand the context in which the research is happening. They need to know the values and basic cultural aspects around the project they will be working on. It is not simply doing ‘good science.’ It requires understanding the context so the science research reaches its goal.” On-site faculty and staff also stress the importance of not only understanding cultural dynamics, but also acting appropriately and sensitively relative to community norms and expectations. Language training is also a component of many of these programs. As a faculty member comments, “Students usually need help negotiating a different culture and a new language. We try to help the students understand that they need to identify appropriate solutions for the culture they are in, and that can be very difficult at times.” Skill Building Training students on the technical aspects of conducting field-based research is the largest challenge facing most on-site faculty and staff, who are often struck by the following: • A high percentage of students come to these programs with a lack of knowledge of statistics and methods. They’ve either had very little training in statistics, or they find that real world conditions complicate their data. According to one faculty member, “Statistics are a big struggle for most students. Some have done a class, but when they come to work with real data it is seldom as black and white as a text book example and that leads to interpretation issues and lack of confidence in their data. They learn that ecology (for example) is often not clear, but that is OK.” • Both physical and social science students need basic training in scientific methodology in order to undertake their projects. Even among science majors there is a significant lack of knowledge of how to design, manage and conduct a research project. As a program director states, “Many students begin by thinking that field research is comprised only of data collection. We intensively train students to understand that good research is a process that begins with conceptualization of issues, moves into review of relevant literature, structures a research hypothesis, determines indicators and measurements, creates the research design, collects data, undertakes analysis and inference. This is followed by write-up in standard scientific format for peer review and input. This leads to refining earlier hypotheses, raising new questions and initiating further research to address new questions.” Consistently, on-site faculty have indicated that helping students understand and appreciate this cycle is a major teaching challenge, but one that is critical to their education and the success of their various field research projects. • The uncertainty and ambiguity that are often present in field research creates challenges for many students who are used to seeking ‘the answer in the book.’ On-site faculty help students understand that science is a process in which field-based research is often non-linear and prone to interruption by natural and political events. It is a strong lesson for students when research subjects, be they animal or human, don’t cooperate by failing to appear on time, or at all, and when they do appear they may have their own agendas. Finally, when working with human communities, student researchers need to understand that their research results and recommendations are not likely to result in immediate action. Program faculty help them to understand that the real world includes politics, conflicting attitudes, regulatory issues, funding issues, and other community priorities. • Both physical and social science students demonstrate a consistent lack of skill in technical and evidence-based writing. For many this type of writing is completely new and is a definite learning experience. As a faculty member states, “Some students find the report writing process very challenging. We want them to do well, but we don’t want to effectively write their paper for them.” Challenges The preceding points address some of the technical work that on-site faculty conduct with students. Faculty also witness and experience the ‘emotional’ side of field-based research being conducted by their students. This includes what one faculty member calls “a research-oriented motivation” — the need for students to develop a strong, energized commitment to overcome all the challenges necessary to get the project done. As another professor indicates, “At the front end the students don’t realize how much effort they will have to expend because they usually have no experience with this sort of work before they do their project.” Related to this is the need for students to learn that flexibility in the research process does not justify a sloppy or casual approach. It does mean a recognition that human, political, and meteorological factors may intervene, requiring the ability to adapt to changed conditions. The goal is to get the research done. The exact mechanics for doing so will emerge as the project goes on. “Frustration tolerance” is critical in conducting this type of work. Students have the opportunity to learn that certain projects need to incorporate a substantial window of time while a lengthy ethics approval and permit review system is conducted by various governmental agencies. Students learn that bureaucracies move at their own pace, and for reasons that may not be obvious. Finally, personal challenges to students may include being uncomfortable in the field (wet, hot, covered in scrub itch) or feeling over-tired. As a faculty member states, “Many have difficulty adjusting to the early mornings my projects usually involve.” These issues represent a range of challenges that field-based research faculty and staff encounter in working with undergraduate students in designing and conducting their research projects around the world. In my own experience with SFS field-based staff, and in discussions with a wide variety of others who work and teach on-site, I am consistently impressed by the dedication, energy and commitment of these men and women to train, support and mentor students to succeed. As an on-site director summarizes, essentially speaking for all, “Fortunately, most of the students attending our program are very enthusiastic learners, take their limitations positively, and hence put tremendous effort into acquiring the required skills to conduct quality research.” Summary/Conclusions Those international program faculty and staff who have had years of experience in dealing with and teaching US undergraduates are surprised that the US educational system has not better prepared students on subjects including statistics, scientific report formatting and composition, and research methodologies. They find that they need to address these topics on an intensive basis in order for a substantial number of students to then conduct their research work successfully. Having said this, on-site faculty and staff are generally impressed by the energy and commitment that most students put into learning the technical requirements of a research project and carrying it out to the best of their abilities. Having students conduct real field-based research, and grading these efforts, is a very concrete method of determining the seriousness with which a student has participated in their study abroad program. Encouraging field-based research is good for students and good for study abroad because it has the potential of producing measurable products based on very tangible efforts. In a number of instances students have utilized their field research as the basis for developing their senior thesis or honors project back on their home campus. Successful field research has also formed the basis of Fulbright or Watson proposals, in addition to other fellowships and graduate study projects. An increasing number of students are also utilizing their field research, often in collaboration with their on-site program faculty, to create professional conference presentations and posters. Some of these field-based research models also produce benefits for incountry clients, including NGOs, corporations and community stakeholders. In addition to providing the data, analyses, technical information, and recommendations that these groups might not otherwise be able to afford, it is a concrete mechanism for the student and her/his study abroad program faculty and staff to ‘give back’ to local stakeholders and clients. It changes the dynamic from the student solely asking questions, interviewing respondents, observing communities, to more of a mutually beneficial relationship. This is very important to students who are sensitive to this dynamic. It is also important to their program faculty and staff, and in most cases, genuinely appreciated by the local stakeholders. In essence, community identified and responsive research is an excellent mechanism for giving to a community — not just taking from it. An increasing interest in conducting field-based research on the part of US universities and their students may have the effect of expanding the international destinations to which US students travel. A student’s sociological, anthropological, or environmental interest and their desire to conduct field research in that academic discipline, for example, may help stretch the parameters of the student’s comfort level to study in more exotic (non-traditional) locales. Skill building in preparing for and conducting field-based research is an invaluable experience for the student’s future academic and professional career. It is a fairly common experience for these students to indicate that with all the classroom learning they have done, their study abroad experience wherein they got their hands dirty, their comfort level stretched, their assumptions tested, and their work ethic challenged, provided them with an invaluable and life changing experience. Conducting field-based research in an international setting provides real world experience, as the student papers in this edition of Frontiers attest. It also brings what may have only been academic subjects, like statistics, and research design and methodology, to life in a real-conditions context. On a related note, conducting real field-based work includes the requirement to endure field conditions, remote locations, bad weather, personal discomforts, technological and mechanical breakdowns, and sometimes dangerous situations. Field research is hard work if it is done rigorously. In addition, field work often includes non-cooperating subjects that defy prediction, and may confound a neat research hypothesis. For a student considering a profession which requires a serious commitment to social or physical science field work this study abroad experience is invaluable. It clarifies for the student what is really involved, and it is helpful to the student in assessing their future career focus, as they ask the critical question — would I really want to do this as a fulltime career? US education needs to bridge better the gap between the physical and social sciences. Students are done a disservice with the silo-type education that has been so prevalent in US education. In the real world there are no strictly scientific, economic, or sociological solutions to complex, vexing problems facing the global community. Going forward there needs to be interdisciplinary approaches to these issues by decision makers at all levels. We need to train our students to comprehend that while they may not be an ecologist, or an economist, or a sociologist, they need to understand and appreciate that all these perspectives are important and must be considered in effective decision-making processes. In conclusion, education abroad programs involving serious field-based research are not a distraction or diversion from the prescribed course of study at US home institutions; rather, they are, if done well, capable of providing real, tangible skills and experience that students lack, in spite of their years of schooling. This is the reward that is most meaningful to the international program faculty and staff who teach, mentor and support US students in conducting their field-based research activities. As an Australian on-site program director stated, “there are relatively few students who are adequately skilled in these (field research) areas when they come to our program. Most need a lot of instruction and assistance to complete their research projects, but that of course is part of what we’re all about — helping students acquire or improve these critical skills.” This is the real service that these programs and on-site faculty and staff offer to US undergraduates. Paul Houlihan, President The School for Field Studies

The big conclusion of this paper is that the character of the eighth-grade students of Dirghantara Middle School is Religious Character in the form of faith in piety and ukhkuwah instilling and applying students' religious values ​​in everyday life, both divine and human religiosity, getting used to praying 5 times a day, instilling good morals. being kind, inviting, and setting a good example, instilling an attitude of shame and fear of doing evil, and not wanting to commit acts of deviant social behavior, all of these are appropriate actions taken by the school. The purpose of this study was to describe the religious character of adolescents in junior high school students, students' perceptions of the forms and causes of social pathology, and efforts to strengthen religious character through habituation of recitations of Asmaul Huna and shalawat as prevention of adolescent social pathology in junior high school students at Dirghantara Legok Junior High School, Tangerang Regency. The research approach is descriptive qualitative and religious sociology, namely observing adolescent religious problems, especially junior high school students in strengthening religious character as prevention of adolescent social pathology in junior high school students and field research, namely research procedures that produce descriptive data in the form of written or spoken words from people and observable behavior. Data collection techniques were obtained by observation, interviews, and documentation. The respondents who were used as samples were 24 people. The results of the study show: (1) The religious characteristics of the eighth-grade students of Dirghantara Junior High School are: Behavior that reflects the character of faith and piety (imtaq) and ukhuwah Islamiah; (2) Students' perceptions of forms of adolescent social pathology in Dirghantara Junior High School students tend to be normal or normal delinquency, but besides that, some students have juvenile deviant behavior in students who require special handling of violent behavior (bullying) and fights between students (brawls). ); (3) Students' perceptions of the factors that cause social pathology are driven by internal factors (endogenous factors) this is because of the behavior that is already inherent in the perpetrator himself, the influence of physical conditions and personality that exist in him and external factors (exogenous factors), namely students can do pathology/social among teenagers in junior high school students can occur from outside themselves, such as from family environmental factors, schools, communities, playgroups, and mass media; (4) Strengthening religious character as prevention of adolescent social pathology in junior high school students is carried out through habituation of recitations of Asmaul Husna and shalawat, apart from the habit of instilling and applying students' religious values ​​in daily life, both religious which are divine and insanity.

This study aims to illustrate how the well-being of schools among high school students by taking a sample of students at SMPN 1 Nisam, North Aceh District, Aceh Province. This study uses data collection techniques in the form of semi-structured interviews. The results showed that the description of school welfare experienced by students at SMAN 1 Nisam, North Aceh district was very high. A very prominent dimension in the well-being of schools at focus study is social relations (loving). The results of the study are recommended as input to consideration for schools in creating a more conducive learning climate that leads to better school conditions.

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.

A market paradigm shift towards a ‘knowledge-based economy’ means Australia is moving towards a major skills crisis whereby the workface will lack skills attainable from higher education. Moreover, those from low socio-economic backgrounds, and who are confronted with disadvantage, still face challenges in gaining entry to university. The Fast Forward Program (FFP) aims to increase attainment of higher education for X high school students in years 9–12, with a focus on dismantling the social barriers preventing attainment. To achieve this aim, the program hosts a range of student and parent in-school workshops and on-campus visits. To capture the social impact of the program for all participants, the social return on investment (SROI) methodology was implemented. The SROI ratio is represented as a return in dollar value for every dollar invested; due to the success of the program, the investment represented $5.73 for every $1 spent. The key findings indicated that students and parents gained a deeper familiarity and understanding of university which, in turn, created a deeper confidence and motivation for students to enter higher education. Additionally, participants reported being able to better use their time to cater for study, and were more comfortable about going onto a university campus.

The problem of readiness for profession choice in the process of profession-related self-determination of high school students in Ukraine is quite relevant. The real situation requires a person to constantly choose life goals and means to achieve them. The current situation in society requires the simultaneous manifestation of two functions: individual psychological characteristics, social lability, flexibility on the one hand; and on the other hand, the development of person’s identity, which forms an inner "core", which is an indicator of readiness for profession choice. In this regard, social and psychological support is needed to form the readiness of high school students to make a conscious choice of profession. In recent years, there has been a reassessment of the "prestige" of professions, as well as socio-economic changes in the country have increased the concern of young people: "What to be?". Practice shows that a certain percentage of graduates still does not see a bright life path, does not imagine their professional career, cannot adequately assess their professional prospects. This is due to the fact that high school students do not have sufficient information about the needs of the labour market, do not know how to consider the socio-economic conditions that determine the type and nature of profession-n related activity; they have no idea about the nature of work. Most young people strive to achieve the desired way of life, to obtain some professional recognition; however, specific professional activities are not considered by them as part of the future way of life. The purpose of the article is a theoretical analysis of the scientific problem of high school students’ profession choice. Research methods: analysis of psychological and pedagogical literature; comparative-historical method of foreign and domestic experience in forming socio-psychological readiness of high school students to join the Free Economic Zone. The analysis of the psychological and pedagogical literature shows that the study of the problem regarding profession choice considers this process as purposeful, which consists of motivating and appropriately structured actions.

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.

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.

The relevance of the research topic is dictated by the concern of the state and society, scientists, teachers, practitioners, parents with the problems of growing up children, adolescents, youth, their physical, mental, social health in a situation of transformation of the country's socio-economic development, the results of which affected vital areas and social institutions. During periods of transformation of social relations and lifestyles, the younger generations, due to a lack of experience in orienting themselves in the changes taking place in the microsociety and the macroenvironment, very often find themselves in a group of social risk, become exposed to the influence of destructive factors, demonstrate various options for risky behavior. The purpose of the study is to identify and substantiate a set of pedagogical conditions and methodology for using the moral hardening of older students in the prevention of their risky behavior. Research objectives are to reveal the essence of the concept of “risk behavior” and to characterize its features in senior school age; to analyze modern approaches and methods to prevent risky behavior of minors; consider moral hardening from the position of a pedagogical means of preventing risky behavior of high school students; develop a set of preventive measures and the logic of their implementation to ensure the minimization of the causes and factors of risky behavior using moral hardening; to determine the effectiveness of the use of moral hardening as a means of preventing risky behavior of students. The practical significance of the study is determined by the fact that the theoretical material, empirical data, conclusions and generalizations can serve as the basis for the development of methodological recommendations, innovative technologies for preventive activities, enrichment with facts and methods of the disciplines of the psychological and pedagogical cycle in colleges and universities. Adapted diagnostic methods can be used in the development of preventive and monitoring programs in educational institutions of various types and kinds, in extracurricular activities, in the training and advanced training of class teachers, social teachers, educational psychologists, and life safety teachers.

This survey aims to evaluate the social promotion of class-repeating students, applied with the changes in regulations made by the TRNC Ministry of National Education, for promotion to a higher grade from the viewpoints of Ministry of Education and school administrators, parents, teachers and students. For this survey, the semi-structured qualitative interviews were used. A total of 100 participants were interviewed, including school administrators, teachers and students in a high school. Based on the findings, we concluded that social promotion of the failed students to a higher grade is a defective practice. Also, it is hard in Cyprus to try to fulfill learning deficiencies in the higher grade. Lastly, the ongoing practice of social promotion enforced in recent years was favoured, because the authorities aimed at preventing possible overcrowding in lower grades rather than meeting the requirements of contemporary educational system. Thus, this educational policy in concern has numerous disadvantages. Keywords: class passing, Ministry of Education, school administrators, teachers, parent.

This project attempts to assess the relative effectiveness of readmission conditions among approximately 500 social science majors at a large state university, supplemented by an analysis of the retention status of almost 7,800 social science students at the same institution. Whites, African-Americans, Hispanics, males, juniors, transfer students, those in their mid-20s, those with interdisciplinary and limited-access majors, and those with low high school grade point averages (GPAs) appear to be most at risk. However, academic success among those who are readmitted is significantly associated only with gender, quality point deficit, and readmission conditions.

This article describes a survey which investigated why teachers resigned from government secondary schools in Western Australia before they reached retirement age. All teachers who had resigned within a specific one-year period were invited to complete a survey which obtained information on demographic factors, work conditions, professional and career development, the effect of teaching on social and family lives, and relationships with parents, students, fellow teachers and administrative personnel. The findings suggested that male teachers who had resigned were more concerned with perceived discriminatory practices in the general management of the school than were the female teachers. On the other hand, female teachers were more concerned with the encroachment of teaching duties on their family and social lives, problems of classroom discipline and lack of administrative support. Both lack of administrative support with discipline problems and lack of effective school policies were cited by members of both sexes as contributing to their resignation, but to a greater extent with female teachers. The major causes of discipline problems were found to be the failure of students to do their homework and their general lack of motivation. One of the most significant findings was the perceived lack of competence of the principal in administrative skills such as decision making, staff support and general school management. For career-oriented teachers, the lack of promotional opportunities was given as the major reason for their resignation, while dissatisfaction with assessment procedures compounded this problem. Male teachers were concerned about perceived discriminatory practices by the subject superintendents. Constructive suggestions are put forward which point to ways of surmounting the perceived shortcomings within the government secondary school system.

Students, especially high school students, will always be faced with several choices, both related to personal, social, study, career, and talent lives. They often have difficulty making decisions in determining which options to choose. One of them is the difficulty in understanding oneself related to his talent and the talent plans that will be selected for his future. Difficulties in making decisions when choosing talents can be avoided if students have a sufficient amount of information about matters relating to the world of their talents. Therefore they need to get development in their talent. This research uses the literature study method. The results of this study indicate that full Islamic guidance and counseling is needed as an effort to obtain an adequate understanding of various conditions and characteristics of himself, as a 'servant of Allah' who chooses nature (potential) both about talents, interests, ideas, various strengths and weaknesses. that is in him so as not to be wrong in developing his talents in accordance with Islamic guidance (Al-Qur'an and Hadith).

Previous scholars have demonstrated that implementation intentions have positive effects on exercise self-efficacy and exercise behaviors; however, others have found little evidence to support these results. Task difficulty has been deemed a key factor that may contribute to these discrepant findings. Therefore, we examined the effects of implementation intentions on exercise self-efficacy and exercise behavior under different task difficulty conditions. High school students (N = 90; 48 young women and 42 young men) were randomly assigned to 3 groups to receive different kinds of intervention (i.e., control group, goal intentions group, and implementation intentions group) and then were asked to hold the Navasana yoga posture under either high-difficulty or low-difficulty conditions. The results lend support to the assumption that implementation intentions help improve exercise self-efficacy and exercise behavior among high school students. The effects of implementation intentions were robust and independent of task difficulty.

This study was based on the development of the times which increasingly shows attention to character education – the responsibility of students who are starting to worry about education staff and parents. Civics subjects that focus on the formation of citizens who understand and are able to carry out their rights and obligations. However, in the current state of the Corona Virus Disease 2019 (Covid-19) outbreak, it demanded to implement social restrictions and organize an activity from home through government circular number 15 of 2020. The obstacles faced in the implementation of online learning, among others, related to the readiness of human resources, limitations in facilities and infrastructure, as well as limitations in communication. This study determined the efforts to develop the character of responsibility from both teachers and students during online learning at a vocational high school in Cimahi City. This study used a qualitative approach, where the data were involving the results of interviews with teachers, curriculum representatives, and students. The results of the study, strengthening the character of responsibility can be seen from the objective conditions of online learning, lesson planning, implementation, evaluation, and school support programs, and PPKn teachers. To improve the quality of online learning, schools provide learning services according to needs during a pandemic, policy socialization is needed by teachers. curriculum representatives, as well as students. The results of the study, strengthening the character of responsibility can be seen from the objective conditions of online learning, lesson planning, implementation, evaluation, and school support programs, and PPKn teachers.

Modern young people live in the dynamically changing world, in conditions of constant changes in the sphere of public life and, especially in personal terms and the sharp change of habitual stereotypes. The specificity of age aspects and psychological characteristics in adolescence contributes to the expansion of the number of addicts. It is the desire to assert oneself, to know oneself more, the formation of worldview and moral convictions that sometimes contribute to the loss of a sense of security, the emergence of fear of reality, and the distortion of ideas about the image of the “selfness”. Selfie craze among young people has become a "global catastrophe". Today it is hard to find young people who would not take pictures of themselves and would not post photos on various social networks, chats. And it is crucial for a young person to receive feedback from their friends who have seen the post. In this regard, the issues of studying the psychological characteristics of persons suffering from various forms of addictive disorders are gaining relevance in science, since the presence of addiction is due to the personality characteristics and the accompanying negative emotions (irresponsibility, uncertainty, anxiety), its environment and interaction with people. At the same time, there are almost no scientific papers on the study of personality characteristics prone to selfie addiction; most of the works are only of indirect, fragmentary nature. The authors of the current paper analyzed various approaches, etiology, mechanisms, symptoms of development and risk factors for the formation of selfie addiction in high school students, and presented the results of a study of the personal determinants of high-school boys’ and girls’ selfie addiction. The purpose of the research is to study the personal characteristics of children’s prone to selfie addiction. Research methods: theoretical methods, including theoretical analysis of psychological and pedagogical literature, comparison and generalization of experience; empirical methods (experiment, testing, questioning and diagnostic methods, observation); data processing methods (quantitative and qualitative analysis). The diagnostic tools were chosen taking into account the components of the structure of the anti-addictive attitude to the emergence of selfie addiction, which determine the personal determinants of the manifestation of selfie addiction. The study involved 172 students (aged 16-18) of secondary schools of the Republic of Tatarstan (Russia), of which 93 were girls and 79 were boys. As a result of the study, it was revealed that 37.2% of respondents have signs of selfie addiction, while girls are most prone to addictive behavior. Gender differences in potential addicts in the manifestation of a tendency to selfie addiction were found in the assessment of the meaningfulness of life, satisfaction with their personal characteristics, self-esteem, and the level of knowledge about self-dependence. The results of the study, the author's methods for identifying the level of formation of selfie addiction and the selection of diagnostic tools for studying the anti-addictive attitude to the emergence of selfie addiction can be successfully used in the practice of correctional and preventive work of teachers and psychologists of educational and social institutions.

The relevance of the study is due to the role that social ideas play in the regulation of behavior and the formation of a system of relations among subjects of the educational environment in conditions of special attention to the safety of the educational environment of the school, provoked by destructive precedents among young people (school shooting, near-football, bullying, anarchism, neo-Nazism, etc.). J. Abric’s “Central system, peripheral system” concept was the theoretical framework of this study of ZhK. Aprica. The research hypothesis was based on the idea that violations of the psychological safety of the educational environment are caused by the problem of correlating nuclear and peripheral social representations about safety among different participants in educational settings. We use the prototypical analysis of P. Verges to study social representations of safety. The study sample was 137 students of the 7th grade (72 male, 65 female), 416 students of the 8th grade (201 male, 215 female), 490 students of the 9th grade (201 male, 289 female), 154 students of the 10th grade (84 male, 70 female), 117 students of the 11th grade (50 male, 67 female) and 20 teachers (1 male, 19 female). The results of the study demonstrate that 1) according to social representations about safety, students and teachers have diametrically opposed views on the role of the teacher in ensuring a safe educational environment; 2) students, who highly assess the safety of the educational environment, have active external and internal protection social representations about safety; students who rate the safety of the educational environment, have social representations in the context of passive protection; 3) the analysis of three age categories shows a tendency of the social representations about safety from the norm (students in grades 7-8) through external protection (high school students) to the internal individual resources (high school students and teachers). The new research data obtained on the peculiarities of representations about the safety of students and teachers can become the basis for understanding the growing tension in the field of the safety of the educational environment and the frequent incidents of its violation.

Recent immigration to Italy features certain traits, one of which is the high rate of educational attainment by immigrants. According to various evaluations (ISPES, 1990), 59 percent of the immigrant population obtained a high school diploma, while 13.5 percent possessed a university degree. For approximately five years, the CE.R.FE. (Research and Documentation Center) has conducted research on the social, cultural and material conditions of immigrant university students, highlighting the ambiguity of their condition (in addition to their perceptions of themselves) oscillating continuously between the status of student and immigrant. In particular, sample research was conducted 2 on non-EC university students present in Milan, Perugia, Rome, and Bari. The study was able to compare data collected at different times to information in a first study conducted in 1986, 3 and a second completed in 1990. It is interesting to note that these different research periods coincided with intensive legislative action by the government promulgated two laws regulating non-EC immigration, Law No. 943/86 and Law No. 39/90. Increased interest on the part of the government as well as of the public and press toward the immigration problem influenced – even though marginally – the development of the students’ non-EC immigrant perceptions of themselves and their roles.

Many factors can affect a student's success in learning, both internal and external factors, such as socio-cultural and economic parents of students. The study aims to analyze the socio-cultural conditions (family environment) and socio-economic conditions of parents (education, employment and parental income) and their effect on students' social study learning outcomes. From most of the socio-cultural conditions of students (family environments) are categorized well. The socio-cultural conditions of students have a significant effect on the learning outcomes of students' social studies with a value of p = 0.004, in socio-economic conditions of the student's parents, most of whom have a low education, work as non-civil servants and the majority of the student's parents' income is relatively low. The education of the student's parents has a significant effect on the student's social studies learning outcomes. The work of the student's parents had a significant effect on the student's social study learning outcomes with a score of p = 0.016. The income of the parents of students had a significant effect on the learning outcomes of social studies of students with a value of p = 0.017, the results of a double logistic regression analysis concluded that the socio-cultural and educational conditions of parents were simultaneously a significant and dominant (strong) influence on social study learning outcomes for students of class VII of Tanjungbalai State Junior High School 11 Tanjungbalai school year 2020/2021.

Based on the research in the first year high school students in Jakarta Google+ social networking technologies application is ready and accept the Google+ social networking technology but not to the use of a continuous basis. Therefore there is need for the development of the research is to use the model Unified Theory Of Acceptance And Use Of Technology (UTAUT). This study was conducted to evaluate the acceptance of the Google+ social network that has been done in the first phase of the study. Based on the results of the first phase of the research is still considered less acceptable social networking Google + as a learning medium high school students. The present study is expected to implement Google+ as a social network that can be used to accomplish more tasks. The method used for processing the data is to use the analysis technique of Structural Equation Model (SEM). The results of this study is the use of Google technology among high school students is strongly influenced by the condition of the supporting facilities for both girls and boys. If the environmental conditions and good supporting facilities, the interest of high school students to use technology Google+ will be even greater

AbstractThe specific type of human activities that aim to maintain full health by maintaining biological, psychological and social comfort indicate the need to adopt a holistic perspective in any analysis of determinants of pro-health behaviour. When analysing the aetiology of somatic diseases, it is important to take into account biological and mental well-being as well as the connections between needs, interests and lifestyle decisions and their consequences. One of the measures used to reduce the risk of a progressive lack of immunity to non-infectious diseases is prevention, understood as actions aimed at preventing diseases or other adverse health phenomena by controlling their causes and risk factors. An important component of prevention programmes is preventing the occurrence of negative social behaviour patterns that contribute to the increased risk of diseases. Three basic components of a healthy lifestyle – regular physical activity, proper nutrition and sufficient rest and relaxation (stress management) – justify the importance of practising healthy habits from an early age. The role of promoting pro-health behaviours among children and adolescents is of particular importance in the context of increasingly sedentary lifestyles, obesity and weight problems.The aim of this study is to analyse the determinants of physical activity and a balanced diet in the lifestyle of high school students in Radom aged 16-19. The study was conducted in 2013 at VII Krzysztof Kamil Baczyński High School in Radom and involved 140 students. The results of the study indicate that only one-third of respondents fulfilled the requirements for minimal physical activity for their subjective and objective needs of this phase of ontogenetic development, such as being in the company of their peers, spending time in open air and taking care of their physical fitness. Unfortunately, the majority of the parents of the surveyed high school students, who were at the time about 40 years old, did not engage in any systematic physical activity. In other words, the family environment of the studied young people did not promote patterns of physical activity. Similarly, healthy nutrition in the study group was lacking. Both the boys and girls ate around five meals a day, but many respondents snacked between meals on sweets and crisps. The majority of students drank water. The vast majority of them ate their meals at home, ensuring that their meals were freshly prepared and not pre-cooked.Although school children prefer to spend time with their peers, the family is still a point of reference in terms of values and ways of spending free time. The authors of this paper must take into account the minimal impact of the family on choices regarding physical activity. The studied group of high school students demonstrated a lack of preventive care for their health and did not have a well-established systematic approach to physical activity and healthy eating habits.

The socio-emotional competencies of students are essential for supporting their school and personal performance. This article presents the results and analysis of an experiment with students from the National Polytechnic Institute (IPN, Mexico) and the subsequent application of an instrument to assess their socio-emotional competencies. The questions that guided the research were the following: (1) What is the level of development of the socio-emotional competencies of IPN students? (2) How do variables such as sex, age, and educational level affect the degree of development of socio-emotional competencies? (3) Are the socio-emotional competencies of the study group similar to those of the control group? These questions were examined through a quantitative analysis of the results of an instrument organized into nine theoretical dimensions with 72 questions that integrate the content of socio-emotional competencies. The instrument was applied to 405 students. The results show, first, a high level of development, on average, of the students’ socio-emotional competencies. Second, significant differences were found between the study group and the control group in two dimensions exclusively: empathy and autonomy. Similarly, the results show significant differences in the responses of men and women in two dimensions, regulation and pro-sociality, which, according to the analysis carried out, are related to prevailing gender stereotypes. A relevant conclusion is that the strengthening of socio-affective skills from school is essential for the comprehensive development of students. Failure to attend to them reproduces pre-existing conditions in families where poverty and violence do not allow for enriched socio-emotional environments.

The article briefly investigates the features of the information age, which led to the transformation of the Homo Sapiens culture and led to the new types of addictions among the young generation. Scientists around the world are increasingly investigating the issue of high school students' dependence on virtual social networks as a key issue in the overall process of "Generation Z" cyber socialization. To confirm and update the matter, data from the sample (N = 456) were collected using a structured online questionnaire available in open cyberspace. The main goal was achieved during the investigating, namely – it has been identified and substantiated approaches to socio-pedagogical prevention of high school students' dependence on virtual social networks, which are: a multilevel approach, combining the efforts of social professionals and educators, parents, community, etc. in order to prevent addiction; moreover, it has been determined the necessity for spiritual and creative development, in improving the information culture of high school students, as well as in stimulating their subjectivity; it is also noted that this goal achievement is possible provided the active use of virtual tools and educational process diversification with interesting activities. Such approach can be the basis for the development of social and educational programs to harmonize the socialization of young people in modern conditions, both offline and online. Received: 18 March 2021 / Accepted: 5 June 2021 / Published: 8 July 2021

This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.

The efficacy of a school-based intervention was evaluated using a randomized controlled trial in Australia. In consecutive grades (8, 9, and 10), students in the intervention group received components of a program that addressed issues related to the need to protect yourself from the sun, behavioral strategies related to using sunprotective measures, personal and social images of having a tan, the use of sun-safe clothing, and howto change their schools through forms of structural change. Pre-and postintervention measures among junior high school students showed greatest improvement in the intervention group’s knowledge scores and minimal changes in sun protection behavior from Grade 8 to Grade 9, which were not maintained through Grade 10. Results of the study highlight some limitations of school-based interventions for changing sun protection behaviors.

The study is devoted to the peculiarities of the volunteer activities of high school students in the formation of economic culture. The urgency of this problem lies in the fact that in modern conditions, the issue of the development of social activity of young people, manifested in various forms, including volunteering, is of particular importance.During the study, the authors note that today the problem arises of finding forms and means that will effectively form and develop socially significant personal qualities of future generations. At the same time, attention is focused on the structural component of economic culture - financial literacy among high school students for further independent use and successful socialization, to form the educational space of an educational organization in different vectors of development.

The study of personality time perspective in terms of cultural activity approach takes into consideration not only the features of its formation at each stage of ontogeny, but also social conditions. According to the hypothesis of the study, the time perspective of high school students in Magadan region should be linked not only to professional self-determination (which is specific for age), but also with migration intentions and attitudes. The study involved 286 high school students of Magadan. We used the following methods: Questionnaire of professional perspectives and migration systems, Zimbardo ZPTI Questionnaire, the scale of migration settings of personality (by S.A. Kuznetsova). Testing hypotheses with Student t-test showed (at p &lt;0,05), that focus on the future of the Magadan high school students is linked to a greater extent with the migration intentions than with professional plans. Lack of support for the migration settings from relatives of students leads to fixation on the negative past. These results confirm the need for continuing studies of migration systems within the social psychology of development.