Relevant bibliographies by topics / High school students Victoria Attitudes

Academic literature on the topic 'High school students Victoria Attitudes'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "High school students Victoria Attitudes"

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Ganim, Zoe, and Erica Frydenberg. "Attitudes to School, Coping,Wellbeing and Stress: An Examination of VCAL Students." Australian Educational and Developmental Psychologist 23, no. 1 (2006): 7–26. http://dx.doi.org/10.1017/s0816512200028844.

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AbstractOne hundred and fifty-seven students (aged 15 to 19 years) enrolled in the Victorian Certificate of Applied Learning (VCAL) program completed the Adolescent Coping Scale (ACS), and measures of school-related stress, attitudes to school and wellbeing. In general, VCAL students reported a positive attitude to school, high levels of wellbeing, low levels of school-related stress, and used a wide range of coping strategies. Gender differences and attitudinal differences were found in relation to coping strategies used, wellbeing, and stress. Discriminant analysis indicated that for females, low levels of school-related stress and frequent use of the ‘work hard’coping strategy significantly predicted a positive attitude to school, while for males high levels of wellbeing, and the frequent use of ‘work hard’, ‘focus on the positive’, and minimal use of ‘tension reduction’ predicted positive attitudes to school. The findings are discussed in light of current research and recommendations for interventions are proposed.
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KODAMA, HIROMI, and TOSHINORI ISHIKUMA. "Middle School and High School Students’ Attitudes Toward Learning :." Japanese Journal of Educational Psychology 63, no. 3 (2015): 199–216. http://dx.doi.org/10.5926/jjep.63.199.

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

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The appearance of unaccompanied migrant minors in our communities and the impact they have had on Spanish society, and vice-versa, is a phenomenon of outstanding educational importance, as it has brought into public awareness issues such as child vulnerability and focused our attention on the legal, social and educational policies and resources that are meant to materialise an inclusive, democratic and just society. Around these young people, mainly from the Maghreb and therefore identified with Islam, society has created an image that serves to bolster many Islamophobic, xenophobic and racist discourses emanating from the media and the ideologies of Spanish far-right political parties. This is achieved by generalising the criminal conduct of some migrant youths, by depersonalising them as human beings and by linking news about them to vicarious emotions such as mistrust and the feeling of menace. Recognising the importance of this phenomenon, in this article we present the results of a study aiming to identify and analyse the main stereotypes, attitudes and prejudices that Barcelona secondary-school students have towards unaccompanied migrant minors (MENA in their Spanish initials). To this end a questionnaire based on the Overcoming Prejudice Scale (Etxeberria, Murua, Arrieta, Garmendia & Etxeberria, 2012) was administered. Our findings showed that high-school students hold certain prejudices and stereotypes that should be tackled in order to promote the integration and inclusion of unaccompanied migrant minors and to ensure a culture of peace among young people.
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Haberman, Bruria. "High-School Students' Attitudes Regarding Procedural Abstraction." Education and Information Technologies 9, no. 2 (June 2004): 131–45. http://dx.doi.org/10.1023/b:eait.0000027926.99053.6f.

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

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

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

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

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

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

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Dissertations / Theses on the topic "High school students Victoria Attitudes"

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Zencirci, Nilufer. "The Attitudes Of High School Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611974/index.pdf.

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The purpose of this study is to investigate 11th and 12th grade high school students&rsquo
attitudes towards philosophy course and to examine whether their attitudes show significant differences with respect to certain background variables such as gender, school type, grade level, GPA of previous semester, philosophy course grade from the previous semester, mother&rsquo
s and father&rsquo
s education level, number of books available at home, and numbers of books read in the previous year. The sample consisted of 1322 high school students from 11th and 12th grades from 11 public and private high schools in the Province of Ankara. Data were gathered from the participants via Philosophy Course Attitude Scale developed by the researcher. Data were analyzed using both descriptive and inferential statistics. ANOVA was employed to investigate whether there were significant differences among students&rsquo
v attitude towards philosophy course with respect to certain background variables. Descriptive Statistics were used to analyze the background of information of the sample and attitudes of students towards philosophy course. The findings indicated that the students have moderate level of positive attitude towards philosophy course. The findings also showed that with the exception of the mother&rsquo
s education, each of the variables examined (gender, grade level, school type, GPA of previous semester, philosophy course grade from the previous semester, father&rsquo
s education, number of books available at home, number of books read in the previous year) created a significant difference in student attitudes towards the philosophy course.
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Pierce, LaRue A. "High school special needs students attitudes about inclusion." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf.

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Mason, Kimberly. "Drug Testing in Schools: Attitudes of High School Students." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/23.

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This research investigation examined high school students' attitudes toward drug testing prevention programs, and examined the extent to which those attitudes vary according to gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, alcohol use, and involvement in extracurricular activities at school. The results of this exploratory study are intended to help school administrators and counselors have an increased understanding of high school students' attitudes toward drug testing prevention programs. The participants in this study were drawn from a convenience sample comprised of high school students in grades 8, 9, 10, 11, and 12 at a co-educational, parochial school located in the metropolitan New Orleans, Louisiana area during the 2002-2003 school year. Each participant completed survey packets which contained the Attitudes Toward High School Drug Testing (ATSDT) survey and personal demographic data. The results of this study indicated that high school students generally have neutral attitudes toward drug testing prevention programs. There appear to be significant statistical differences between high school students' attitudes toward drug testing prevention programs based on their gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, and alcohol use; however, students' involvement in extracurricular activities at school was not related to their attitudes toward drug testing prevention programs. This information may be used to assist school administrators and school counselors in designing drug-free schools that engender respect and approval from the greatest possible number of students, faculty, and public, and provide needed information for school counselors in providing drug related prevention services, interventions, and after-care to adolescents
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Lo, Xiong A. "Hmong high school students' attitudes and aspirations toward education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lox.pdf.

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Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.

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Elias, Laura Sue Catherine. "Changes in Attitudes Towards Substance Use Among High School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5552.

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Use of alcohol and illicit drugs during adolescent development can have negative effects on cognitive functioning and mental health. The purpose of this cross sectional study was to examine grade level, sex, athletic affiliation, and ethnicity as they relate to substance-using attitudes to isolate the period in which shifts in attitudes toward substance use in adolescents occur. The social learning theory provided the framework for the study. Participants included 276 high school students from a midsized Midwestern city. Students in the ninth, 10th, 11th, and 12th grades who participated in the study were asked to complete a brief electronic survey designed to assess attitudes toward substance use, which was administered during a free study period. Survey questions were drawn from the Attitude Scale on the Substance Abuse Screening Inventory for Adolescents. An ANOVA was run using the multiple independent variables taken from the survey to examine the differences between each of the independent variables, grade level, athletic status, sex, and ethnicity on the dependent variable of attitudes. There were overall significant differences found for favorable attitudes towards substance use among the Grade levels ninth, 10th, 11th, and 12th grades at the p < 0.001 level [F(3, 272) = 6.933, p =.001]. Further analysis was conducted and significant differences were found between ninth graders and 11th graders in their attitudes towards substance use and between ninth graders and 12th graders in their attitudes towards substance use. The greater significant difference occurred between ninth graders and 12th graders. The findings from this study can be used to assist educators in the creation of developmentally appropriate curricula that could act as an intervention to the onset of substance use.
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Rondon, de Nunez Leonor Mariasole. "United States and Venezuelan high school students' knowledge of and attitudes towards biodiversity." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000rondonl.pdf.

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Thomas, Dana L. "The Effects of Freewriting on High School Students’ Attitudes Toward Writing." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/41.

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This paper investigates the hypothesis that freewriting, when used as part of the writing process, will lead to more positive attitudes toward writing in a sample of advanced tenth grade students. An additional issue focuses on the level of positive attitudes of males when compared to females. Two intact classrooms taught by one teacher wrote weekly papers. The experimental group wrote freely, while the control group was restricted in topic choice, length and form of their writing. The experimental group received positive comments on the content of their writing, but the control group received standard error corrections on their writing. The subjects responded to an attitude instrument as pretest and posttest measures. The experimental group showed no significant increase in positive attitudes toward writing. Girls in both the experimental and comparison groups showed no more attitudes toward writing than pretesting or at post testing.
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Duesterhoeft, Kristin. "An Exploration of College Attitudes among Sioux Falls High School Students." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862875/.

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Since the recession of 2008, there has been an increased scrutiny of higher education, with little research done on how this affects high school students' college search process. This study seeks to understand how college perceptions are formed and how they affect the college decision process of high school students in Sioux Falls, South Dakota. In order to gain a holistic perspective of this process, this study utilized a mixed method approach of analyzing public data, conducting interviews with community members and students, conducting a focus group with high school guidance counselors, and administering a survey to high school students. This study found that students in this area form their perceptions of college in three distinct phases and that these phases affect a student's college priorities. Special attention was given to how academics, cost and location contributed to a student's overall college decision. These findings can be used to assist faculty and staff at higher education institutions in creating effective messaging and programming that relate to this group of students.
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Ezell, Deborah Mcpherson. "Effect of Chemoscan Creation on High School Students' Attitudes Toward Science." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7926.

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Whether the activity of creating digital art influences high school students' attitudes toward science is unknown. The purpose of this study was to determine if the creation of artistic digital chemoscans by high school students influences their attitudes toward science. In this study, ninth grade high school students' attitudes toward science were examined after participating in the creation of chemoscans in their science classroom. The theory of affective domain helped explain the process that leads to a person's behavior toward a certain phenomenon in the educational setting. The research questions concerned the use of chemoscan creation in the physical science classroom and if and whether implementation effected a change in students' attitudes toward science. Archival pre- and posttest data from the Test of Science Related Attitude was used to measure high school students' attitudes toward science in 7 categories. Archived student pre- and posttest data were treated with multiple regression for analysis. Key findings of this study showed that creation of artistic digital chemoscans (a) impacted one of the seven subscales of science attitude from the Test of Science related Attitude entitled attitude toward the normality of scientists, (b) did not have an impact on the any of the other six subscales from the TOSRA and (c) was influenced by teacher effect. This study may contribute to social change by providing improved training for science teachers who implement digital art activities, which may lead to some students enjoying science more and then possibly going into science careers.
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Books on the topic "High school students Victoria Attitudes"

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Reid, Ken. Disaffection from school. London: Methuen, 1986.

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Gupta, Nirmala. Career maturity of Indian school students. Delhi: Anupama Publications, 1991.

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Renfrow, Dean. Connecticut final report for East Hartford High School, Norwalk High School, Hartford High School, New London High School, Sheridan Alternative School, Domus Foundation, 1998-99 school year. Salem, Or. (2410 Gibsonwoods Ct. NW, Salem 97304): D.L. Renfrow, 1999.

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West, Jerry. An analysis of course-taking patterns in secondary schools as related to student characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.

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West, Jerry. An analysis of course-taking patterns in secondary schools as related to student characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.

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Haseyo! Toemnida: Yalgaedŭl i ilgŏ naen sesang ŭi mosŭp. Sŏul: Burukʻanmoro, 1989.

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West, Jerry. An analysis of course-taking patterns in secondary schools as related to student characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.

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West, Jerry. An analysis of course-taking patterns in secondary schools as related to student characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.

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West, Jerry. An analysis of course-taking patterns in secondary schools as related to student characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.

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West, Jerry. An analysis of course-taking patterns in secondary schools as related to student characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.

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Book chapters on the topic "High school students Victoria Attitudes"

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Nzengya, Daniel M., and Francis Rutere. "Primary Versus High School Students’ Environmental Attitudes and Pro-environmental Behavior: The Case of Embu County, Kenya." In African Handbook of Climate Change Adaptation, 2653–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_134.

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AbstractDegradation of natural resources exacerbates a country’s vulnerability to the effects of climate change. IPCC projections suggest that countries within the horn of Africa, which include Kenya, will suffer most from extreme climate change events, particularly more frequent and prolonged droughts. Women and children suffer disproportionately from the consequences of environmental degradation. Public participation is one of the strategies governments pursue to combat environmental degradation; however, there has been limited research to better understand students’ environmental attitudes and pro-environmental behavior to better inform student-led participatory designs. Students comprise a significant proportion of the population in Kenya. This research conducted in 2018 at Nginda Ward, Embu County, comprised a survey of 121 students: 58 high school and 63 primary school students. The research investigated students’ environmental knowledge, environmental attitudes, and pro-environmental behavior. Qualitative data were analyzed thematically. Multivariate statistics (MANOVA) were used to examine the relationship between the dependent variables and the participant’s gender and level of schooling. From the results obtained, the top five most frequently mentioned local environmental problems by the students sampled included water pollution, deforestation, air pollution, scarcity of safe sources for water for domestic use, and soil erosion. Inferential statistical results revealed that there is a significant relationship between students’ level of schooling and environmental attitudes, F = 11.79, (1, 120), p < 0.01. In addition, there is a significant relationship between students’ level of schooling and environmental knowledge, that is, perceived severity of environmental problems, F = 5.33, (1, 120), p < 0.05. Research findings further revealed a significant relationship between gender and environmental knowledge, F = 9.62, (1, 120), p < 0.01. However, gender differences in pro-environmental behavior were not statistically significant. Also, differences between primary and high school students’ pro-environmental behavior were insignificant.
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Akbaşlı, Sait, Anıl Kadir Eranıl, and Barış Eriçok. "An Analysis of Variables Predicting Attitudes of High School Students Toward Teaching Profession: A Case Study." In Chaos, Complexity and Leadership 2017, 535–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_45.

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Santo, Y., and A. S. Freidman. "A Comparison of Attitudes of Parents and High School Senior Students Regarding Cigarette, Alcohol, and Drug Use." In Medicolegal Library, 12–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-82595-8_3.

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Nzengya, Daniel M., and Francis Rutere. "Primary Versus High School Students’ Environmental Attitudes and Pro-environmental Behavior: The Case of Embu County, Kenya." In African Handbook of Climate Change Adaptation, 1–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42091-8_134-1.

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D’Arcy, Grace, and Ilaria Mariani. "Science Gallery Dublin—Open Mind: Improving Mental Health of Young People." In Springer Series in Design and Innovation, 119–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_12.

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AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.
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Kamon, Takuya, and Hiroki Fujii. "Practice and Effect of Lessons on Inquiry Activities in Senior High School Chemistry: Focusing on Students’ Attitudes Toward Chemistry." In Science Education in East Asia, 355–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16390-1_14.

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Botvar, Pål Ketil. "Social Capital and Religion in the Public Sphere: Attitudes to Visible Forms of Religion Among Norwegian High-School Students." In Religion and Human Rights, 141–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59285-5_6.

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Todino, Michele Domenico, Giuseppe De Simone, Simon Kidiamboko, and Stefano Di Tore. "European Recommendations on Robotics and Related Issues in Education in Different Countries." In Makers at School, Educational Robotics and Innovative Learning Environments, 255–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_34.

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AbstractThis short paper describes the preliminary phase in an innovative line of research comparing educational robotics in Italy and other countries, from the perspective of media education, and based on the European Parliament recommendations to the Commission on civil law rules on robotics. More specifically, all decision processes that affect digital citizenship should have the support of children and teenagers. For these reasons, this paper looks at the work of a group of Italian high school students in the fifth year of upper secondary school, who formulated a SWOT analysis to highlight their attitudes to robotics issues in relation to the European Union recommendations. This research started in 2018 and will be repeated this academic year with Italian and Congolese students—from the Institut Supérieur des Techniques Appliquées—with a qualitative analysis to establish student attitudes to robotics issues. Qualitative analysis was selected because the SWOT analysis is already divided into information categories, revealing a variety of concepts that are grouped together from the collected data. These results will be compared with any obtained in future years in Italy and other countries, to find further potential patterns.
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Marzoli, Irene, Nico Rizza, Alessandro Saltarelli, and Euro Sampaolesi. "Arduino: From Physics to Robotics." In Makers at School, Educational Robotics and Innovative Learning Environments, 309–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_41.

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AbstractThis paper discusses how a microcontroller, like Arduino, can improve laboratory practice in Italian upper secondary school and change students’ attitudes towards STEM subjects. Since 2015, we started a close and fruitful collaboration with several high school teachers in the Marche region to introduce microcontroller programming to the physics lab. Notably, the project also involved teachers of other subjects, such as computer science, and with different backgrounds, for example electronic engineering, thus showing the inherently interdisciplinary character and versatility of Arduino. Students were engaged in hands-on activities, working in small groups of four to five people, supervised by learning assistants and teachers. Arduino was used to interface with sensors, to control the experimental setup, and for data acquisition. Finally, we could also make contact with robotics, by building a simple prototype of a rover.
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McLaren, Duncan, Quentin Mackie, and Daryl Fedje. "Experimental Re-creation of the Depositional Context in Which Late Pleistocene Tracks Were Found on the Pacific Coast of Canada." In Reading Prehistoric Human Tracks, 91–100. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_5.

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AbstractTo better understand the depositional context of Late Pleistocene human tracks found at archaeology site EjTa-4 on Calvert Island, on the Pacific Coast of Canada, we present here the results of an experiment designed to recreate the conditions by which these tracks were formed, preserved and then revealed through excavation. Based on radiocarbon ages on small twigs and the analysis of sediments and microfossils, the interpretation of the site formation processes relate that the tracks were impressed into a clayey soil substrate just above the high tide line between 13,317 and 12,633 calBP. The features were subsequently encapsulated by black sand, which washed over the tracks from the nearby intertidal zone during a storm event. To test this interpretation, we enlisted the aid of high school student volunteers to recreate the conditions by which the tracks were formed. A clayey substrate was prepared in a laboratory setting at the University of Victoria and a few plant macrofossils were placed on top it. This was followed by having the students create tracks in the clay, which were then covered with a layer of sand. Upon excavation of these experimental tracks, we found that they had a very similar character to those found in the field, including the pressing of macrofossils into the clay by the weight of the track maker. These results support the interpretation and chronological assessment of the depositional events that occurred during late Pleistocene times at archaeology site EjTa-4.
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Conference papers on the topic "High school students Victoria Attitudes"

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Heersink, Daniel, and Barbara M. Moskal. "Measuring high school students' attitudes toward computing." In the 41st ACM technical symposium. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734413.

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Zaini, Dr, Amalia Rezeki, and Fathul Zannah. "Senior High School Students’ Attitudes Through Inquiry-Based Learning." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.5.

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Wahidin, Wahidin. "Developing School Culture, Thinking Skills and Attitudes towards Junior High School Students." In Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/isseh-18.2019.65.

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McDade, Jessica E., Hannah C. Deming, Maria Paulsen, Samara Jinks-Chang, Eileen M. Bulger, Monica S. Vavilala, Ali Rowhani-Rahbar, and Frederick P. Rivara. "Parent Attitudes Towards Stop the Bleed Training for High School Students." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.105.

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Schaarschmidt, N., S. Dietsch, and T. Kohler. "Mind the gap! High school students' attitudes toward computer-based learning." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246014.

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"Knowledge and attitudes regarding HIV/AIDS in Zabol high school students 2014." In International Conference on Medicine, Public Health and Biological Sciences. CASRP Publishing Company, Ltd. Uk, 2016. http://dx.doi.org/10.18869/mphbs.2016.165.

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Li, Xiuju, Ling Chen, Huiliang Zhang, and Lihui Wang. "A study on Chinese high school students' attitudes towards science & technology." In 2015 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2015. http://dx.doi.org/10.1109/picmet.2015.7273068.

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Kholifaturrohmah, Ilfia, Mimien Renie Irawati Al Muhdhar, Lely Mardiyanti, Ellen Landriany, Nuri Rizki Setiawan, Bayu Adi Nugraha, and Noenoek Noerhajati. "The relationship between social attitudes and environmental literacy of high school students." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0112737.

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Rahayu, Sri, Arum Setyaningsih, Anisyah D. Astarina, and M. Noor Fathi. "High School Students' Attitudes about Socioscientific Issues Contextualized in Inquiry-based Chemistry Instruction." In ICEMT 2018: 2018 2nd International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3206129.3239436.

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Kim, Myoung-Hee. "Sexual knowledge, attitudes, and contraceptive knowledge among male high school students in Korea." In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.104.19.

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Reports on the topic "High school students Victoria Attitudes"

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Van Raden, Stephanie. The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.370.

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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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Abstract:
School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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Reducing HIV infection among youth: What can schools do? Key baseline findings from Mexico, South Africa, and Thailand. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1004.

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Although many program planners see schools as a convenient location for HIV-prevention programs, there is controversy about whether school programs can ever be strong enough to go beyond improving knowledge and attitudes to increasing the adoption of safe sexual behaviors. Evaluations of school programs in Mexico, South Africa, and Thailand focus on this question: Can school HIV programs change behavior? In each country, local organizations have worked with educators on teacher training and course design to ensure high-quality school interventions. Researchers surveyed students’ knowledge, attitudes, norms, and reported behavior before the intervention, immediately after the intervention, and again several months later to measure retention of program effects. In all three sites comparable control groups are compared to the intervention group. The mean age and age ranges for the three study groups are: 16 years and 13–23 for the Mexican study group; 15 years and 8 months and ages 12–21 for the South African study group; and 20 years and ages 17–31 for the Thai study group. This report is a summary of key baseline findings from these studies.
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