Journal articles on the topic 'High school students – social conditions – fiction'
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1
Bataeva, Ekaterina, Iryna Sierykova, and Yelyzaveta Streltsyna. "Practices of Ukrainian high school students in reading fiction in the society of electronic mass media." Sociology: Theory, Methods, Marketing, no. 1 (March 2024): 170–86. http://dx.doi.org/10.15407/sociology2024.01.170.
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The article reveals the peculiarities of reading practices of Ukrainian high school students in comparison with the practices of using visual electronic media, and also finds out whether there is a correspondence between the genre preferences of high school students and the actual genre content of the school curriculum in Ukrainian and foreign literature. It is noted that, in Western sociology, considerable attention is paid to the study of the process of formation of reading skills in pre-school and school-age children, which significantly affects their overall academic performance. The empirical part of the article is based on the results of a study conducted in September-October 2023 using the method of in-depth semi-structured interviews with ten Ukrainian high school students. It is emphasized that the participants of the study ranked social media or movies in the first place in the rating of genres, while literature was ranked second or third, and video games were more often ranked fourth. It is noted that the attitude of high school students towards literature changes in adolescence; they begin to value reading practices that are not controlled from the outside, but chosen independently for self-improvement. It is emphasized that the favorite literary genres of Ukrainian high school students are science fiction, fantasy, thrillers, detective stories, and romance novels. The results of the content analysis of school textbooks of Ukrainian and foreign literature for 10th and 11th grades revealed the absence of literary works of the genres preferred by high school students. It is concluded that it is necessary to reform school programs of Ukrainian and foreign literature in order to make them more consistent with the literary genre preferences of Ukrainian high school students. The genre attractiveness of the school literature curriculum can become a powerful “pull” factor for students compared to the “push” influence of social networks and electronic media.
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Evmenova, Anya S., Heidi J. Graff, and Michael M. Behrmann. "Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos." Focus on Autism and Other Developmental Disabilities 32, no. 1 (July 26, 2016): 18–30. http://dx.doi.org/10.1177/1088357615609307.
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There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed.
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Jordan, Will J., and Robert Cooper. "High School Reform And Black Male Students." Urban Education 38, no. 2 (March 2003): 196–216. http://dx.doi.org/10.1177/0042085902250485.
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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.
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Widiyani, Ajeng Ayushi, and Ajeng Ayushi Widiyani. "Overview of School Well-Being in Students with High Academic Achievement in Featured High School." International Journal of Multicultural and Multireligious Understanding 6, no. 6 (December 19, 2019): 256. http://dx.doi.org/10.18415/ijmmu.v6i6.1217.
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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.
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Saudabayeva, G. S., and A. D. Toleukhanova. "SCIENTIFIC BASIS FOR THE FORMATION OF SOCIAL COMPETENCE OF HIGH SCHOOL STUDENTS." BULLETIN Series of Pedagogical Sciences 67, no. 3 (September 30, 2020): 123–28. http://dx.doi.org/10.51889/2020-3.1728-5496.16.
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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.
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Staubs, Melinda Odom. "Notable Trade Book Lesson Plan Rudy Rides the Rails: A Depression Era Story by Dandi Daley Mackall." Social Studies Research and Practice 4, no. 2 (July 1, 2009): 112–20. http://dx.doi.org/10.1108/ssrp-02-2009-b0011.
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This technology-infused lesson uses the historical fiction book, Rudy Rides the Rails, which is based on the real “Ramblin’ Rudy” who rode in railroad cars searching for work during the Great Depression. Instructional development focuses on students working collaboratively as they investigate how economic factors directly affect living conditions. This lesson incorporates history and basic economic concepts that allow students to understand how global and national conditions affect the lives of people, not only in the past but also currently. This lesson is designed for students in the middle grades but can easily be adapted for high school students.
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Kasyanova, T. I., A. V. Maltsev, and D. V. Shkurin. "HIGH SCHOOL STUDENTS’ PROFESSIONAL SELFDETERMINATION AS A SOCIAL PROBLEM." Education and science journal 20, no. 7 (September 17, 2018): 168–87. http://dx.doi.org/10.17853/1994-5639-2018-7-168-187.
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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.
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Sutton, Katie, Abigail D. Grafmeyer, and Daniel Reynolds. "The Beam in Our Own Eyes: Antiracism and YA Literature Through a Catholic Lens." Journal of Catholic Education 26, no. 1 (April 2023): 102–18. http://dx.doi.org/10.15365/joce.2601062023.
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As Catholic schools serve an increasingly racially diverse population of students, they must grapple with the critical requirement to address these students’ unique needs while heeding the call from modern Catholic Church leaders to engage in explicit antiracist action. Using the Historically Responsive Literacy Framework (HRL), this article equips Catholic high school English language arts (ELA) teachers with practical and powerful ways to create antiracist curriculum. To do this effectively, we place antiracist Young Adult (YA) literature (both fiction and nonfiction) in conversation with Catholic canonical texts and modern voices from Catholic clergy members. By connecting with students’ complex identities and creating authentic antiracist learning experiences, Catholic high school ELA teachers can better prepare their students to use both their knowledge and criticality of Catholic social teachings and their individual identities to combat racism.
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Sukma, Leila Dwi Adzani, Rahmad Wijaya, and Baroya Mila Shanty. "Improving the Quality of Services In Junior High School 1 Malang." Jamanika (Jurnal Manajemen Bisnis dan Kewirausahaan) 1, no. 3 (September 30, 2021): 208–17. http://dx.doi.org/10.22219/jamanika.v1i3.17079.
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This study aims to determine which services need to be improved so that the number of new students increases. Using 5 research variables, namely tangible, reliability, responsiveness, assurance and empathy with the Quality Function Deployment (QFD) method approach which will produce a House of Quality matrix, a total of 12 service attributes need to be improved. After knowing the 12 service attributes that must be improved, the researcher conducted an interview with the Principal of JHS Muhammadiyah 1 Malang, so that eight technical responses were obtained, namely conducting discipline and character training for teachers, adding additional equipment, namely main textbooks, rulers, markers, erasers and attendance books. class, holding disciplinary training and human resource relations to staff, installing CCTV in the school area, namely in front of the teacher's room, each class and where students pass by (sports fields, bicycle / motorbike parking lots, and gazebos), adding gazebos and Wi-Fi in the school area then adding fiction story books in the library, adding school facilities such as toilets, improving school layouts so that the distance between classrooms and canteens, laboratories and libraries is close and maximizing social media such as Instagram, Facebook, and the school website in school promotion.
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Nurishov, Darmenbay. "Pedagogical conditions of education of ecological culture in high school students." Общество и инновации 4, no. 3 (June 10, 2023): 73–79. http://dx.doi.org/10.47689/2181-1415-vol4-iss3-pp73-79.
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The article describes the pedagogical conditions of education on ecological culture in high school students. This research article focuses on the pedagogical conditions required for the education of ecological culture in high school students. The study employed a mixed-methods approach, including a literature review, a survey, and interviews with teachers and students. The study found that there are several pedagogical conditions necessary for the effective education of ecological culture in high school students, including the use of interactive teaching methods, practical tasks and projects, interdisciplinary and integrated approaches, and the integration of modern technology and social media in teaching and learning. The study also highlights the importance of teachers' professional development, the involvement of parents and local community, and the creation of a positive and supportive learning environment.
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Arendachuk, Irina. "Professional self-Determination of High school students under Different socialization Conditions." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 2 (2013): 141–45. http://dx.doi.org/10.18500/2304-9790-2013-2-2-141-145.
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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.
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Bickford, John H. "The representations of LGBTQ themes and individuals in non-fiction young adult literature." Social Studies Research and Practice 12, no. 2 (September 11, 2017): 182–98. http://dx.doi.org/10.1108/ssrp-05-2017-0021.
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Purpose Social justice themes permeate the social studies, history, civics, and current events curricula. The purpose of this paper is to examine how non-fiction trade books represented lesbian, gay, bisexual, transsexual, transgender, and queer (LGBTQ) individuals and issues. Design/methodology/approach Trade books published after 2000 and intended for middle grades (5-8) and high school (9-12) students were analyzed. Findings Findings included main characters’ demography, sexuality, and various ancillary elements, such as connection to LGBTQ community, interactions with non-LGBTQ individuals, the challenges and contested terrain that LGBTQ individuals must traverse, and a range of responses to these challenges. Publication date, intended audience, and subgenre of non-fiction – specifically, memoir, expository, and historical text – added nuance to findings. Viewed broadly, the books generally engaged in exceptionalism, a historical misrepresentation, of one singular character who was a gay or lesbian white American. Diverse sexualities, races, ethnicities, and contexts were largely absent. Complex resistance structures were frequent and detailed. Originality/value This research contributes to previous scholarship exploring LGBTQ-themed fiction for secondary students and close readings of secondary level non-fiction trade books.
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Yakunin, Vadim. "Prevention of risky behavior of high school students in conditions of moral hardening." Journal of Pedagogical Studies 9, no. 1 (April 23, 2024): 86–92. http://dx.doi.org/10.12737/2500-3305-2024-9-1-86-92.
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The features of the prevention of risky behavior of high school students in the conditions of moral hardening are considered, the conditions determining this process and the content of pedagogical activity are highlighted. The considered model of the organization of work reflects the focus on the prevention of antisocial manifestations in the youth environment, the reduction of social risks accompanying the socialization of the younger generation. The algorithmic nature of the organized activity is built taking into account changes in the level of necessary personal competencies, the social experience gained.
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Astuti, Budi, Edi Purwanta, Aprilia Tina Lidyasari, Caraka Putra Bhakti, Rizqi Lestari, and Sedem Nunyuia Amedome. "Social-emotional learning profile of junior high school students in Java." ProGCouns: Journal of Professionals in Guidance and Counseling 5, no. 1 (May 30, 2024): 11–20. http://dx.doi.org/10.21831/progcouns.v5i1.65755.
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Social-emotional learning is an essential aspect of an individual’s development. Thisresearch aims to determine the profile of social-emotional learning and differences in social-emotional learning scores based on gender and grade level among junior high school students in Java. This research uses a quantitative approach with a comparative research type. The sample in this study was 2036 junior high school students on the island of Java. The data collection technique in this research used a social-emotional learning scale, which was tested for validity and reliability using the RASCH model. Data analysis techniques were carried out using descriptive statistics and the ANOVA test. The results show that the majority of junior high school students in Java had a high score in social-emotional learning (N=65.4%), and only 0.1% of students categorized indeficient. Students' social-emotional levels were not influenced by gender or grade level. The self-management aspect had the lowest score, and the self-awareness aspect had the highest score in social-emotional learning. It is hoped that the results of this research can provide an overview of the conditions of social-emotional learning in students and become a reference for the development of social-emotional learning program in schools.Guidance and Counseling teachers can improve the lowest aspect of social-emotional learning through various techniques and methods so students can have good social-emotional learning skills in all aspects. Future research needs to explore the factors that influence high levels of SEL in students and expand the research sample to obtain broader generalizations.
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Otroshchenko, Nataliia, and Liudmyla Kamenyuka. "Introduction of Technology of Social and Professional Self-determination of High School Students in the Conditions of Rural Institutions of General Secondary Education." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 187–94. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-187-194.
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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.
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Noviana, Fajria, and Budi Mulyadi. "DAMPAK PENERAPAN PERUBAHAN SISTEM PENDIDIKAN SMA DALAM ANIME KOKURIKO-ZAKA KARA." KIRYOKU 2, no. 4 (December 3, 2018): 15. http://dx.doi.org/10.14710/kiryoku.v2i4.15-23.
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(Title: The Impact of Implementing Changes in High School Education System in Kokuriko-zaka Kara Anime) This anime tells story about Konan High School students who fight to protect an old building, which has become a center for their activities, from destruction by school owner. The purpose of this paper is to explain the impact of implementing changes in Japan’sHigh School education system at Showa period which described in this anime. Dialectical method is used to analyze social factors which contained in this anime as a litperiodry work. This method combines the results of analysis with facts of fiction found in litperiodture and facts in society. Stalcup’s theory of education is used to analyze how Japan’s educational system affecting those high school students. The results are: 1) changes in education system succeeded in making students to be more active, creative, brave, hard working, and work in team; 2) changes in education system succeeded in increasing student’s learning passion and adding insight and understanding of science; 3) changes in education system succeeded in improving Japanese education standard and providing same opportunities for boys and girls to have higher education.
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Thuy Hien, Tran, Tran Van Anh, Phan Thi Linh Huong, and Nguyen Thi Hong Chuyen. "LINGUISTIC CHARACTERISTICS OF PRIMARY SCHOOL STUDENTS AT TUYEN QUANG HIGH SCHOOL FROM THE PERSPECTIVE OF COMMUNICATION FACTORS." International Journal of Education Humanities and Social Science 06, no. 03 (2023): 13–20. http://dx.doi.org/10.54922/ijehss.2023.0514.
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The article uses communication theory, communication factors, and survey forms to identify the linguistic characteristics of primary school students at Tuyen Quang High School in terms of age, social background, living conditions, interaction objects, communication content, purpose and means of communication. Based on the interpretation of the results obtained, we confirm that communication factors strongly influence and govern primary school students' language communication at Tuyen Quang High School. Through language communication interaction, the language communication characteristics of the students are expressed as natural, innocent, curious, eager to explore, and fond of learning.
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Asmus, Jennifer M., Erik W. Carter, Colleen K. Moss, Tiffany L. Born, Lori B. Vincent, Blair P. Lloyd, and Yun-Ching Chung. "Social Outcomes and Acceptability of Two Peer-Mediated Interventions for High School Students With Severe Disabilities: A Pilot Study." Inclusion 4, no. 4 (December 1, 2016): 195–214. http://dx.doi.org/10.1352/2326-6988-4.4.195.
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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.
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Odintsova, S. А. "Formation of primary school students’ communicative skills based on teambuilding: potential and awareness assessment." Bulletin of the Karaganda university Pedagogy series 11429, no. 2 (June 30, 2024): 118–29. http://dx.doi.org/10.31489/2024ped2/118-129.
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In the article the importance of communication in the infancy of mankind was emphasized for conducting joint economic activity, survival in harsh and dangerous conditions, and in the modern world — for achieving professional goals. The authors note that the society has formed a social order to the education system to develop a competitive personality possessing the basic skills and competencies of the XXI century, one of which is the ability to communicate — to socialize and to cooperate. Based on the analysis of scientific and pedagogical literature and normative documents, it was concluded that it was necessary for the implementation of social orders to pay due attention to the formation of students’ communicative skills. In pedagogical theory and practice, researchers use game technologies, the project method, staging and theatricalization of works of fiction, situational exercises and tasks aimed at the formation of communicative skills. The authors of the article consider the formation of communication skills of younger schoolchildren based on team building. Within the framework of this study, a survey among primary school teachers was conducted and results about the teambuilding awareness, its opportunities in forming student communicative skills were presented
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YU, Luo. "The Influence of Teaching Methods in Classroom Learning Ecological Environment on Self-Regulation of Junior High School Students." Revista de Cercetare si Interventie Sociala 82 (September 30, 2023): 25–37. http://dx.doi.org/10.33788/rcis.82.2.
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The classroom learning environment is a comprehensive entity composed of interpersonal relationships, rules and regulations, class ethos, material conditions, etc., and is an important component of classroom teaching. This study aims to explore the influence of teaching methods based on the classroom learning environment on middle school students’ self-regulated learning. Convenient sampling was used for the questionnaire survey, with 276 middle school students in China’s A city as the research subjects. The research results showed that teaching methods have a significant impact on middle school students’ self-regulated learning; teaching methods have a significant impact on the classroom learning environment; the classroom learning environment has a significant impact on middle school students’ self-regulated learning; the classroom learning environment plays an important role in the relationship between teaching methods and middle school students’ self-regulated learning.
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Jones, Yvana. "Aggression replacement training in a high school setting." Journal of Psychologists and Counsellors in Schools 1 (November 1991): 81–99. http://dx.doi.org/10.1017/s1037291100002405.
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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.
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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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Nguyen Huy, Thong, and Ngoc Trinh Boi. "Factors Affecting Secondary School Students’ Choice of High School in Tra Vinh Province, Viet Nam." European Journal of Educational and Development Psychology 10, no. 3 (March 15, 2022): 18–32. http://dx.doi.org/10.37745/ejedp.2013/vol10n31832.
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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.
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Peter, Lois Gwyn, and Adelina Asmawi. "Online remote ESL education challenges, opportunities and readiness among high school students during school closure." JOALL (Journal of Applied Linguistics and Literature) 8, no. 2 (June 9, 2023): 281–302. http://dx.doi.org/10.33369/joall.v8i2.26821.
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The COVID-19 outbreak caused mass school closure, pushing teachers and students into online remote education and forcing them to adapt to unfamiliar pedagogical norms. Drawing on Koole’s (2009) Framework for the Rational Analysis of Mobile Education (FRAME) model, this study explored the challenges and opportunities of online remote ESL learning as experienced by four selected high school students from urban and rural Sarawak, Malaysia. It also explored the extent of their readiness for online remote ESL education one year into school closure. This study employed a multiple case study approach which included observations, document analysis and in-depth interviews of participants from multiple demographic categories. Findings discovered challenges that affected the students’ online remote ESL learning experience included the teacher’s physical absence, lack of engagement during lessons and unfavourable learning conditions. Online remote ESL learning also presented students with educational opportunities, particularly independent learning, online social learning and skills development. Findings suggested that urban students were ready, capable and equipped for online remote ESL learning whereas rural students were not as urban students had better digital resources, higher digital competency, sturdier support system, robust modes of instruction for online remote English lessons and higher language proficiency. This study concluded that individual characteristics of students, digital resources, language proficiency and appropriate learning environments play essential roles in supporting online remote ESL learning. Therefore, this study holds a significant theoretical implication for ESL education and the construct of Koole’s FRAME as it validates that when aspects related to the learner, device and social interactions in online remote learning are fulfilled, it can result in an ideal online remote learning experience.
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Pratiwi, Yossi, and Sridelli Dakhi. "Mastery Of Sociolinguistic Concepts Of Pragmatic Skills By Junior High School Students." Jurnal Pendidikan LLDIKTI Wilayah 1 (JUDIK) 1, no. 1 (June 30, 2021): 18–26. http://dx.doi.org/10.54076/judik.v1i1.9.
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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
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Munthaha S, Ai Tien. "PENGUATAN KARAKTER RELIGIUS MELALUI PEMBIASAAN TILAWAH ASMAUL HUSNA DAN SHALAWAT SEBAGAI PENCEGAHAN PATOLOGI SOSIAL REMAJA PADA SISWA SMP." QATHRUNÂ 9, no. 1 (June 15, 2022): 21–35. http://dx.doi.org/10.32678/qathruna.v9i1.6009.
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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.
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Bukagile, Godfrey, and Coletha Ngirwa. "Factors Influencing the Electronic Textbooks Adoption in Tanzanian High Schools." Asian Journal of Education and Social Studies 48, no. 2 (August 10, 2023): 46–54. http://dx.doi.org/10.9734/ajess/2023/v48i21063.
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Aim: Despite the availability of electronic textbooks via mobile device applications in Tanzania, students in high schools are still adopting them slowly for their day-to-day studies. From the literature reviewed, no study has examined the influencing factors for adopting e-textbooks at this level of education in Tanzania. Therefore, this study, in particular, fills that gap by extending the UTAUT model's key constructs of Effort Expectancy, Social Influence, and Facilitating Conditions to include the type of school (private or public) as a new moderating variable in predicting the adoption of electronic textbooks in Tanzania.
Methodology: The study employed survey research designs and strategies to collect data via questionnaires from 370 respondents using simple, stratified, proportional random sampling procedures. To test the validity, publishing and research professionals were consulted. For instrument reliability, a Cronbach value from 0.858 to 0.863 was achieved. A 0.05 threshold of significance was applied to evaluate the study hypotheses.
Findings: Effort Expectancy (.506 (95% CI:.404,.607)), Social Influence (.129 (95% CI:.046,.212), and Facilitating Conditions (.273 (95% CI:.167,.379) significantly and positively influenced the adoption of e-textbooks. The type of school negatively moderated the relationship between Facilitating Conditions and BI to electronic textbook adoption (-.211 (95% CI: -.361 to -.061)). Through the multi-regression technique, the interactions revealed differences in private and public-school students’ BI towards e-textbook adoption, where private scholars signify more effect than public schools. In particular, this study's findings are a stepping stone for students, teachers, app developers, e-textbook publishers, school administration, and policymakers to adopt electronic textbooks.
Recommendation: With these findings, the government, school administration, and e-textbook developers should improve the e-textbook adoption infrastructure and distribution by providing user-friendly platforms and services that effortlessly and quickly fulfil the expectations of high school students.
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Devi, Intan Masyitha, and Malta Nelisa. "Kebutuhan Informasi Siswa SMP Negeri 1 Kota Padang melalui Sumber-Sumber Internet." Ilmu Informasi Perpustakaan dan Kearsipan 8, no. 2 (March 14, 2020): 48. http://dx.doi.org/10.24036/109094-0934.
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Abstract This paper discusses the information needs of students at SMP Negeri 1 Kota Padang through internet sources. the writing of this paper aims to describe: (1) the individual (personal) information needs of students of SMPN 1 Kota Padang; (2) information needs related to the role of students of SMPN 1 Kota Padang; (3) information needs related to the environment of students of SMPN 1 Padang City. This research uses a descriptive method with a qualitative approach, which is collecting data by observing and interviewing 12 students. Based on the results of research and discussion of data about the information needs of students of SMPN 1 Padang through internet sources, it can be concluded that: the information needs of students of SMPN1 Padang through internet sources, namely: First, individual (personal) information needs, through the internet students can search light reading information (magazines, fiction works such as short stories, novels), health, travel, culinary, skills. These needs are used to break away from fatigue everyday. Secondly, information needs related to roles, through the internet students can meet information needs to complete school work, meet information needs about self-development, and information needs about life motivation, ideals. These are related to their social roles as students. Third, the need to find out the latest conditions and situations regarding the surrounding environment (local) cultural conditions, physical / natural conditions and the place of residence they live in, especially Padang City. This is because in their individuals there are social needs (social needs) that must be met.Keywords: information needs; students; internet sources
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Fadhilah Nur Afifah, Aqrima Imaroh, Majidah Majidah, Najahatul Wafa, Salma Alya Nurzakiah, Asep Purwo Yudi Utomo, and Tutik Wijayanti. "Analisis Tindak Tutur Performatif pada Teks Narasi dalam Buku “Teks Narasi dan Literasi Buku Fiksi-Nonfiksi (Cas dari Cerita dan Buku) Modul 5 Bahasa Indonesia Paket B Setara SMP Kelas IX”." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 2, no. 1 (January 8, 2024): 20–40. http://dx.doi.org/10.61132/fonologi.v2i1.307.
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This research is a pragmatic study that focuses on performative speech acts in the Narrative Text in the Book "Narrative Text and Literacy of Fiction-Nonfiction Books (Cas from Stories and Books) Module 5 Indonesian Language Package B Equivalent Junior High School Class IX". Performative speech is an action that has been completed by the speaker and that by expressing it means that the action is completed at that moment. In performative speech there are actions that lead to commissive, representative, conative and directive actions. The purpose of this study is to describe the performative speech acts in the Narrative Text in the Book "Narrative Text and Literacy of Fiction-Nonfiction Books (Cas from Stories and Books) Module 5 Indonesian Language Package B Equivalent Junior High School Class IX" so that it is expected to add references to pragmatics research, especially in speech act research. This research method is descriptive qualitative research, which is a research method that aims to make a systematic description. The research approach used a theoretical approach. The methodology used is descriptive qualitative, which is researching on natural object conditions where the researcher is the key instrument. Data collection techniques through listening, reading and recording techniques. The results of the discussion found 10 data in the form of performative speech acts in the book "Narrative Text and Literacy of Fiction-Nonfiction Books (Cas from Stories and Books) Module 5 Indonesian Language Package B Equivalent Junior High School Class IX". The benefit of this research is that it can be used as a development and development of Indonesian language, can be used as a reference for students to students through data examples obtained in this article and can be used as a treasure of pragmatics literature that is already available.
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Garvin, Margaret, and Andrew J. Martin. "High School Students' Part-Time Employment and its Relationship to Academic Engagement and Psychological Well-Being." Australian Journal of Guidance and Counselling 9, no. 2 (November 1999): 1–14. http://dx.doi.org/10.1017/s1037291100003903.
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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.
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Nicklas, Theresa A., Carolyn C. Johnson, Rosanne Farris, Rochelle Rice, Lisa Lyon, and Runhua Shi. "Development of a School-Based Nutrition Intervention for High School Students: Gimme 5." American Journal of Health Promotion 11, no. 5 (May 1997): 315–22. http://dx.doi.org/10.4278/0890-1171-11.5.315.
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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.
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Dziedzic, Beata, Paulina Sarwa, Ewa Kobos, Zofia Sienkiewicz, Anna Idzik, Mariusz Wysokiński, and Wiesław Fidecki. "Loneliness and Depression among Polish High-School Students." International Journal of Environmental Research and Public Health 18, no. 4 (February 10, 2021): 1706. http://dx.doi.org/10.3390/ijerph18041706.
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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.
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Oliynyk, Tetyana, and Oksana Umrykhina. "Principles and Pedagogical Conditions of Aesthetic Development of High School Students in the Conditions of a Children’s Art School." Viae Educationis. Studies of Education and Didactics 2, no. 1 (2023): 26–35. http://dx.doi.org/10.15804/ve.2023.01.03.
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The effectiveness of the aesthetic development of high school students in the conditions of a children’s music school directly depends on the application of a certain range of pedagogical principles in the educational process. It was found that pedagogical principles are important guidelines that reflect the general patterns of the process of education and upbringing, determine the requirements for their content, organization and educational methods. They represent a generalized system of requirements that covers all aspects of this process and reflects its results. The article examines the leading principles that are the basis of the process of aesthetic development of high school students in the conditions of a children’s music school: the principle of problematic reflects the consequences of logical and cognitive contradictions as the basis of an educational problem and the driving force of learning, determines the interaction between learning and teaching, the creation of problem situations, the setting and solving the problems; the principle of trust in the subject of education is based on the principles of «humane pedagogy», which ensures the organization of the educational process on the basis of a personal approach to the student, with the approval of him as an active, conscious, equal participant in the educational process, in which he develops on a humane basis personality; when organizing the principle of independent action, it is taken into account that the independent activity of students consists not only in the ability to organize their own mental activity (in which they receive new knowledge), but also in the ability to organize their own behavior, which is connected with the effective organization of their own mental activity; the principle of creativity involves the creation of optimal conditions for realizing the personal potential of schoolchildren; the principle of holistic perception of a musical work helps students understand the essence of each work, find the basic principles of its construction in the musical fabric, and perceive the content of the musical text as a highly organized whole; the principle of dialogue takes into account the following types of dialogic interactions: «author – performer», «teacher (performer) – student (performer)», «listener – performer». It was found that the pedagogical conditions for the aesthetic development of high school students in the conditions of a children’s music school are the subject-developmental environment, which we consider as a dialectical unity of spatial-subject and social components, closely related and mutually conditioned among themselves, where each subject of the educational process carries out its activity, which contributes to cultural identification, the development of aesthetic consciousness and aesthetic sensitivity, and the development of aesthetic activity. The introduction of person-oriented technology into the educational and educational process of a children’s music school is a process of psychological and pedagogical assistance to the child in the formation of his subjectivity, cultural identification, aesthetic consciousness, development of aesthetic sensitivity, development of aesthetic activity.
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Amalia, Ika. "Gambaran School Well Being Pada Siswa SMA." Jurnal Psikologi Terapan (JPT) 3, no. 1 (February 9, 2021): 12. http://dx.doi.org/10.29103/jpt.v3i1.3637.
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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.
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Демкина, Е. В., С. А. Хазова, Е. Ю. Шебанец, and М. Э. Паатова. "CONDITIONS FOR CONSTRUCTION AND DEVELOPMENT OF THE PROGRAM OF ACTIVITY OF A SOCIAL TEACHER TO INCREASE THE LEVEL OF SOCIAL COMPETENCE OF HIGH SCHOOL STUDENTS." Вестник Адыгейского государственного университета, серия «Педагогика и психология», no. 1(313) (May 29, 2023): 24–36. http://dx.doi.org/10.53598/2410-3004-2023-1-313-24-36.
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Статья освещает актуальные проблемы повышения уровня социальной компетентности старшеклассников. Изучение социальной компетентности является важным для социального педагога, так как социальная компетентность является ведущим качеством личности, обеспечивающим успех ее социализации. Именно развитие личности, ее социализация стоят в центре внимания социально-педагогической работы. В качестве основного критерия эффективности социальной компетентности авторы рассматривают умение личности осуществлять свои обязанности, права, полномочия на должном социальном и культурном уровне. Цель исследования – теоретическое обоснование программы деятельности социального педагога по повышению уровня социальной компетентности старшеклассников. Исследование осуществлялось на базе российских школ с помощью метода экспертной оценки с использованием диагностической системы, опросных методов и бланковых методик. В нем приняли участие 32 обучающихся по традиционной и гимназической системе (11 классы). С помощью специальных методик был выявлен уровень социальной компетентности у старшеклассников в условиях гимназического и традиционного образования. Было обосновано, что для повышения уровня социальной компетентности старшеклассников необходимо создание целенаправленных социально-педагогических условий в школах. При этом школы с традиционной программой обучения могут использовать успешный опыт формирования социальной компетентности старшеклассников в условиях гимназического образования. Исследования в области социальной компетентности могут принести свою пользу и социально-педагогической и психологической науке. Знания о формировании социальной компетентности старшеклассников позволят обеспечить подрастающему поколению включение в социум, личностный рост и возможность трудоустройства. The article is devoted to the actual problem of increasing the level of social competence of high school students. The study of social competence is important for a social teacher, since social competence is the leading quality of a person, ensuring the success of socialization. It is the development of the personality, its socialization that is in the center of attention of socio-pedagogical work. As the main criterion for the effectiveness of social competence, the authors consider the ability of an individual to fulfill their duties, rights, powers at the proper social and cultural level. The purpose of the study is the theoretical substantiation of the program of activities of a social pedagogue to improve the level of social competence of high school students. The study was carried out on the basis of Russian schools using the method of expert assessment using a diagnostic system, questionnaire methods and blank methods. It was attended by 32 students in the traditional and gymnasium system (grade 11). With the help of special methods, the level of social competence of high school students in the conditions of gymnasium and traditional education was revealed. It was substantiated that in order to increase the level of social competence of high school students, it is necessary to create targeted social and pedagogical conditions in schools. At the same time, schools with a traditional curriculum can use the successful experience of development of the social competence of high school students in the conditions of gymnasium education. Research in the field of social competence can also be of benefit to socio-pedagogical and psychological science. Knowledge about the formation of social competence of high school students will provide the younger generation with inclusion in society, personal growth and employment opportunities.
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Kalkan, Umit, Ahmet Koc, and Mehmet Karadag. "Evaluation of class passing conditions of the failed students from the viewpoints of Education Ministry Officials, school administrators, teachers and parents." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 46–55. http://dx.doi.org/10.18844/prosoc.v4i9.3041.
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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.
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Mukoviz, Oleksii, and Lyudmila Krasyuk. "PEDAGOGICAL CONDITIONS FOR THE FORMATION OF COMMUNICATIVE COMPETENCE IN YOUNGER SCHOOL STUDENTS IN COMPUTER SCIENCE LESSONS." Psychological and Pedagogical Problems of Modern School, no. 1(11) (April 30, 2024): 6–15. http://dx.doi.org/10.31499/2706-6258.1(11).2024.304897.
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The article presents a theoretical foundation of ways of forming communicative competence in junior high school students in Сomputer Science classes. The content of the concept of “communicative competence of primary school students” is determined, which implies the formation of a number of elements in schoolchildren, including social-perceptive, communicative-speech and interactive. In the process of analyzing scientific sources on the research problem, it was found that certain pedagogical conditions were defined for the implementation of the process of forming the communicative competence of junior high school students: 1) ensuring the phasing of training for the formation of communicative competence, 2) systematic implementation of active methods and the latest training technologies; 3) motivational provision of students’ communicative interaction; 4) definition and application of a holistic method of formation of communicative competence.
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Baluyos, Jaslyn Esther, Abby Clirame Canastra, Julveman Dionio, Honey Ilusorio, Christian Carl Jimenez, and Genelyn R. Baluyos. "Influence of Environmental Conditions and The Students' Health." ARRUS Journal of Social Sciences and Humanities 4, no. 2 (April 27, 2024): 255–69. http://dx.doi.org/10.35877/soshum2507.
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Healthy students are not merely a result of good genes; they are also a product of an environment that fosters and encourages their well-being through a mutual influence of environmental conditions. This study determined the influence of environmental conditions on students' health in one of the basic education schools in Ozamiz City during the S.Y. 2023-2024. It employed a descriptive-correlational design with 249 Senior High School respondents chosen through simple random sampling. The Environmental Conditions and Students' Health Questionnaires with a five-point Likert scale were used as data gathering instruments. Mean, Standard Deviation, and the Pearson Product Moment Correlation Coefficient were used as the statistical tools to analyze the gathered data. Results revealed that the students' environmental conditions on air quality, water quality, access to green spaces, built environment, social and community support, transportation, and commute, and environmental were good, while noise pollution and temperature were fair. The students' overall health was good, including their physical, mental, and social health. The students' environmental conditions greatly influenced their health and well-being. The learning environment of students plays an important role in their health and well-being. School administrators may prioritize reducing noise pollution and regulating temperature while investing in sustainable practices, green spaces, and community support to create a healthier learning environment.
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Gut, Y. N., M. K. Kabardov, Z. Z. Zhambeeva, Y. P. Kosheleva, and A. V. Grusha. "Emotional and Personal Determinants of High School Students’ Professional Identity." Психологическая наука и образование 28, no. 1 (April 1, 2023): 66–84. http://dx.doi.org/10.17759/pse.2023280103.
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<p>The determinants’ (prerequisites’) analysis of high school students’ professional identity (PI) allows us to predict the degree of its formation and dependence on them, as well as to outline ways to overcome the crisis of choosing a profession. Total number of participants N=82. The research methods are the following: SACS; Method for Studying PI Statuses (A.A. Azbel); Personal Anxiety Test by C.D. Spielberger (adapted by A.S. Kuznetsova); BPAQ (A. Buss, M. Perry); Method for Diagnosing Teaching Motivation and Emotional Attitude to Learning (A.M. Prikhozhan). The motivational, emotional and personal determinants that affect the schoolchildren’s PI development are revealed. It is shown that in the conditions of professional self-determination, most schoolchildren have the status of PI "moratorium", and the need to make a decision about choosing a profession causes emotional tension in them. A high level of personal anxiety negatively affects the PI formation and provokes manifestations of aggressiveness, and constructive coping behavior is positive, contributing to a way out of the crisis. Alsoб the PI determinants are profilization, attitude to study and cognitive motivation. The results make it possible to purposefully organize psychological and pedagogical support for students in choosing a profession.</p>
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Mufti, Abdul, Fitriana Destiawati, and Tri Yani Akhirina. "EVALUASI PENERIMAAN JEJARING SOSIAL GOOGLE+ PADA SISWA SEKOLAH MENENGAH ATAS DI WILAYAH JAKARTA SELATAN." Jurnal Sistem Informasi 10, no. 2 (January 5, 2015): 78. http://dx.doi.org/10.21609/jsi.v10i2.389.
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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
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Arief, Siti Fikriyah Bungsu, Ichwan Azhari, and Nasriah Nasriah. "SOCIO-CULTURAL AND SOCIAL-ECONOMIC ANALYSIS OF PARENTS AND THEIR INFLUENCE ON LEARNING OUTCOMES OF CLASS VII STUDENTS OF SMP NEGERI 11 TANJUNGBALAI SCHOOL YEAR 2020/2021." Jurnal Ilmiah Teunuleh 2, no. 4 (December 21, 2021): 41–58. http://dx.doi.org/10.51612/teunuleh.v2i4.74.
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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.
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Wang, Shen, Junzhou Xu, Qian Yu, and Junyi Zhou. "Implementation intentions improve exercise self-efficacy and exercise behavior regardless of task difficulty." Social Behavior and Personality: an international journal 47, no. 5 (May 7, 2019): 1–13. http://dx.doi.org/10.2224/sbp.8000.
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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.
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Polishchuk, Olena. "The problem of high school students’ profession choice: theoretical discourse." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 4 (133) (December 24, 2020): 117–27. http://dx.doi.org/10.24195/2617-6688-2020-4-15.
Full textAbstract:
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.
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Kinloch, Graham C., Geraldine A. Frost, and Charles MacKay. "Academic Dismissal, Readmission Conditions, and Retention: A Study of Social Science Majors." NACADA Journal 13, no. 1 (March 1, 1993): 18–22. http://dx.doi.org/10.12930/0271-9517-13.1.18.
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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.
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Marpaung, Tiarma Intan, Christian Neni Purba, and David Togi Hutahaean. "Strengthening the Roles of Teachers in Educating Broken Home Students of Junior High School." Jurnal Pengabdian Masyarakat Bestari 3, no. 2 (February 29, 2024): 135–46. http://dx.doi.org/10.55927/jpmb.v3i2.8273.
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This community service aims to strengthen the role of teachers in educating students who come from broken home families in SMP Negeri 2 Siantar.This activity is beneficial for minimizing the negative activities of broken home students at school due to attracting teachers’ and other students’ attention. In this context, the teacher’s role is very important in providing a comprehensive education to students and helping them overcome challenges related to their family conditions. This article highlights some of the major roles that teachers can play in educating broken home students, including creating a safe learning environment, providing emotional support, developing social and emotional skills, and collaborating with parents and other professionals to provide the right kind of attention to these students.
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Ariyan, M. A., and N. V. Gorobinskaya. "The value-semantic basis of high school students’ verbal and cogitative activity formation." Science and School, no. 1 (February 29, 2024): 246–57. http://dx.doi.org/10.31862/1819-463x-2024-1-246-257.
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The present article deals with the problem of forming the semantic basis of language education. Human consciousness is inextricably linked with the meanings the bearer of which is the text. The article notes the importance of the value-semantic principle in the educational process and determines the conditions for the formation of the value-semantic sphere of the individual. The article substantiates the need for the semantic integrity of the content of language education, which can be ensured, in particular, through the formation and strengthening of interdisciplinary links. It is argued that texts containing value-semantic reference points should be an important component of the content of language education. The special significance of socially-pointed speech situations is noted, which creates conditions for the formation of a high school student’s social and moral position. Examples of tasks are proposed that allow making learning personally significant, aimed not only at mastering knowledge, but also at gaining meanings as elements of personal experience.
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Boiko, Svitlana, and Tetiana Shvets. "Innovative Practices of Tutoring Support for the Development of High School Students’ Social and Personal Competences during Marital Law." Problems of Education, no. 1(98) (June 27, 2023): 92–105. http://dx.doi.org/10.52256/2710-3986.1-98.2023.06.
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The article carries out a thorough analysis of Ukrainian and foreign scientific works, which highlight innovative practices of tutor support for students in the education system and reveals the peculiarities of the implementation of new forms of educational organization. The understanding of tutoring in the modern educational process is clarified, the essence of the specified pedagogical activity is described, taking into account the possible types of tutoring support for high school students.
The structure of social and personal competence of high school students and its elements are determined. The authors’ view on the process of acquisition of social and personal competence by an individual is described. Its key components are defined and characterized.
It has been found that tutoring support for the development of social and personal competences of high school students in the conditions of martial law as a model involves a personal nature of educational activities, taking into account an individual and psychological characteristics of students, a careful attitude to their interests and needs. For the successful implementation of tutoring support, a tutor must adhere to the step-by-step implementation of tutoring activities.
In general, in the conditions of war, there is an intensive search for new approaches to learning, among which innovative forms of organization of the educational process, taking into account the creation of a safe educational environment and psychological support of education seekers, are significant.
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Zakharova, Zhanna A., and Vadim N. Yakunin. "Pedagogical conditions for the prevention of risky behavior of high school students by means of moral hardening." Social And Political Researches 2, no. 15 (2022): 107–23. http://dx.doi.org/10.20323/2658-428x-2022-2-15-107-123.
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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.
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Jumabaeva, Chinara, Gülgün Afacan Adanır, Kulumkan Sartova, and Gulshat Muhametjanova. "Kyrgyz Students’ Acceptance of QR Code Use in Organic Chemistry Course." Innoeduca. International Journal of Technology and Educational Innovation 10, no. 1 (June 1, 2024): 166–83. http://dx.doi.org/10.24310/ijtei.101.2024.17747.
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Science disciplines require a deeper study of theoretical material by performing laboratory work, which includes performing experiments. In this regard, it will be useful to actively introduce new technologies into the educational process. In this study, QR codes were integrated into the Organic Chemistry Course textbook to direct university and high school students to the appropriate videos about the experiments. In this respect, this study aimed to analyze university and high school students` acceptance of the QR code technology used in the "Organic Chemistry" course. This research model is based on the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology2 (UTAUT2). Hence, the study included perceived playfulness, social influence, facilitating conditions, hedonic motivation, perceived ease of use, perceived usefulness, behavioral intention, and attitude as the major antecedents of students’ acceptance of QR codes. In total, 204 Kyrgyz students in university and high school level participated in this study. Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis was applied to analyze the effects of factors on students’ acceptance of QR codes. The study revealed that facilitating conditions, hedonic motivation, social influence, perceived ease of use, and perceived usefulness are the significant factors towards students` acceptance of QR code use in Organic Chemistry course.
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Durham, Rachel E., Michael L. Falk, Alexis G. Daniels, Allison Reigel, Alisha Sparks, Margo Williams, and Emily J. Yanisko. "Encouraging STEM Careers among Minoritized High School Students: The Interplay between Socio-Environmental Factors and Other Social Cognitive Career Constructs." Education Sciences 14, no. 7 (July 20, 2024): 789. http://dx.doi.org/10.3390/educsci14070789.
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Performance in math, particularly algebra, is a major barrier to student success and participation in STEM among under-represented minoritized students, particularly Black U.S. high school students. This research applies social cognitive career theory (SCCT) to measure the impacts of an afterschool algebra for engineering program on math self-efficacy and interest in STEM among high school students in a large urban district. To study the program’s effects, a mixed methods research design was used where schools were assigned to either treatment or control conditions. Students in treatment schools accessed algebra for engineering modules, STEM professional role model videos, and field trips, while students in control schools accessed role model videos and field trips only. Surveys measuring math self-efficacy and STEM interest, outcome expectations, and choice goals were completed by participants in both conditions at the beginning and end of two separate program years, 2021–2022 and 2022–2023. Across both years, quantitative results suggest some positive effects of participation, particularly for STEM choice goals, but benefits depend upon student participation levels. Qualitative data offer student voice around prior experiences in math and science and the development of postsecondary plans in STEM. In combination, the results suggest that for students who do not initially identify as STEM career-bound, afterschool programming may not necessarily promote preparation for STEM careers due to an accumulation of weak math and science school experiences and other socio-environmental influences.