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Journal articles on the topic 'High school students'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Turdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.

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The article discusses the features of the manifestation of volitional qualities in high school students when performing tasks in the form of test exercises of a different nature. Based on the analysis of scientific and research work on the formation and development of volitional qualities, studies of the mid-education school, studies have been conducted by studies to identify the level of evidence in the performance of test exercises in the lessons of physical education. As test exercises, the researcher took and carried out: holding a dumbbell in front of him (for a while) with an outstretched arm (static mode of operation), work with a dumbbell for biceps with a strong arm for the number of times (dynamic mode of operation), breath holding test (for time). Tables of measurements of volitional component indices were compiled for students with different levels of motor activity (LMA) when performing tasks of a different nature. Indicators of the level of manifestation of volitional qualities of senior pupils in the experiment were assessed by the method of E.P. Shcherbakov.

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2

Han, Bunyamin. "In-class teacher-student communication according to high school students’ perceptions." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 190–98. http://dx.doi.org/10.18844/prosoc.v2i11.1921.

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3

Ertan Kantos, Züleyha. "Metaphoric Perceptions of Anatolian High School and Vocational High School Students towards School." Shanlax International Journal of Education 11, no. 4 (September 1, 2023): 85–93. http://dx.doi.org/10.34293/education.v11i4.6640.

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This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students’ schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to reflect the views of students from different sampling areas and purposeful sampling methods. The study group consisted of students from an Anatolian High School and a Vocational High School in Ankara in the 2016-2017 academic year. The research was conducted with a total of two hundred students, one hundred from each high school. It was found that the students in both groups perceived the school with supervision and rules.

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4

McCONNELL, ELIZABETH H. "High School Students." Youth & Society 26, no. 2 (December 1994): 256–76. http://dx.doi.org/10.1177/0044118x94026002006.

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5

Vine, Harold A., and Mark A. Faust. "High School Students." English Journal 82, no. 4 (April 1, 1993): 75–78. http://dx.doi.org/10.58680/ej19937866.

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A. Luévanos, Elisabeth, J. Anthony Luévanos, and Jean Madsen. "Latinx High School Students' Perceptions About Their High School Experiences." NASSP Bulletin 106, no. 3 (September 2022): 181–208. http://dx.doi.org/10.1177/01926365221123924.

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Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students’ responses indicated they did not feel safe nor did their school create a caring environment. Students’ also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students.

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7

OTSUI, Kanako. "School Adjustment of High School Students:." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 2PM101. http://dx.doi.org/10.4992/pacjpa.74.0_2pm101.

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N.Subramanian, N. Subramanian, and Dr A. Veliappan Dr.A.Veliappan. "Influence of Location and Type of School on School Environment of High School Students." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 136–38. http://dx.doi.org/10.15373/22778179/dec2013/45.

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Karshiyev, Abror Amrullayevich. "The Structure Of Information Competence Of High School Students." American Journal of Social Science and Education Innovations 02, no. 11 (November 23, 2020): 98–106. http://dx.doi.org/10.37547/tajssei/volume02issue11-17.

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The article is devoted to determining the structure of information competence of high school students. The development and application of modern information and communication technologies in all spheres of science, technology, education and industry at the present stage of integration development has influenced changes in the education system. The process of informatization of education is largely determined by the level of competence of students in the field of information and communication technologies. In this regard, teaching students who are able to use their knowledge in production with the use of new information technologies is a top priority for secondary schools. Comparing different approaches to this phenomenon, the authors try to find common elements in different classifications in order to propose a structure of information competence of high school students.

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10

Fallis, R. Kirk, and Susan Opotow. "Are Students Failing School or Are Schools Failing Students? Class Cutting in High School." Journal of Social Issues 59, no. 1 (January 31, 2003): 103–19. http://dx.doi.org/10.1111/1540-4560.00007.

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11

Aoyama, Ikuko, Lucy Barnard-Brak, and Tony L. Talbert. "Cyberbullying Among High School Students." International Journal of Cyber Behavior, Psychology and Learning 1, no. 1 (January 2011): 25–35. http://dx.doi.org/10.4018/ijcbpl.2011010103.

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Bullying, a typical occurrence in schools, has gone digital. As a result, cyberbullying has become ever more present among youth. The current study aimed to classify high school students into four groups based on their cyberbullying experiences and to examine the characteristics of these groups based on the sex and age of the participants and the level of parental monitoring. Participants were 133 high school students located in central Texas. A cluster analysis revealed four distinct groups of students who were “highly involved both as bully and victim,” “more victim than bully,” “more bully than victim,” or “least involved.” Significantly more girls and more students in lower grades were classified into the “more victim than bully group” while older students were more likely to be classified into the “more bully than victim” group. No significant differences were found between cluster membership and the degree of parental monitoring.

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HASUMI, Motoko, Yasuko KITAHARA, Kentaro Kawasshima, and Yoshihiro Asai. "After School Life of High School Students and University Students." Proceedings of the Annual Convention of the Japanese Psychological Association 76 (September 11, 2012): 2EVC02. http://dx.doi.org/10.4992/pacjpa.76.0_2evc02.

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13

Panfilov, Aleksey. "Manifestations of Technical Giftedness in Senior High School Students." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6148–55. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020425.

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P. Muthulakshmi, P. Muthulakshmi, and Dr A. Veliappan Dr A. Veliappan. "An Investigation on High School Students' Attitude Towards Mathematics." Indian Journal of Applied Research 4, no. 1 (October 1, 2011): 170–72. http://dx.doi.org/10.15373/2249555x/jan2014/52.

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Nath Babu, M. Rajendra, K. Ahalya Sundari, and Prof V. Dayakara Reddy. "Understanding Level of High School Students towards Teaching Methods." Indian Journal of Applied Research 4, no. 6 (October 1, 2011): 148–49. http://dx.doi.org/10.15373/2249555x/june2014/45.

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Monier, Yoan Pablo Rodriguez, Kenichi Gasbar Garcia Alvarez, Rodolfo Vila Feijoo, Silvia Mercy Velasco Pesantez, and ArisdorganDieguez Almaguer. "Academic performance on physics subject of high school students." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 361–69. http://dx.doi.org/10.37200/ijpr/v24i4/pr201015.

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Radhakrishnan, Rakhy. "Astronomical Misconceptions Prevalent Among High School Students of Kerala." Issues and Ideas in Education 1, no. 2 (July 2, 2013): 151–59. http://dx.doi.org/10.15415/iie.2013.12011.

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Gandhimathi, P., and K. Somasundaram. "Ecological Awareness of High School Students in Coimbatore District." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2397–406. http://dx.doi.org/10.31142/ijtsrd15656.

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N.Subramanian, N. Subramanian, and Dr A. Veliappan Dr.A.Veliappan. "A Study on Emotional Maturity of High School Students." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 142–43. http://dx.doi.org/10.15373/2249555x/nov2013/47.

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20

Renjen, Joshy. "Attention Deficit and Academic Stress among High School Students." Journal of Advanced Research in English and Education 07, no. 01 (October 21, 2022): 11–13. http://dx.doi.org/10.24321/2456.4370.202213.

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21

Waasdorp, Tracy Evian, Sarah Lindstrom Johnson, Kathan D. Shukla, and Catherine P. Bradshaw. "Measuring School Climate: Invariance across Middle and High School Students." Children & Schools 42, no. 1 (December 18, 2019): 53–62. http://dx.doi.org/10.1093/cs/cdz026.

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Abstract Positive school climate has been consistently associated with many desirable student outcomes in both middle and high schools. However, there has been little work comparing the perceptions across these two school settings. The U.S. Department of Education conceptualized a three-factor model for school climate consisting of safety, engagement, and environment. Drawing on data from 29,720 middle and 34,950 high school students, the fit of the three-factor model was examined for measurement invariance, to explore whether the measure functioned similarly across both middle and high schools. The results indicated measurement invariance, which suggests that practitioners and researchers can confidently compare findings across middle and high schools to inform local decision making related to school-based programming. A series of multilevel analyses also explored the extent to which perceptions of school climate differed for middle and high school students; these results generally indicated that middle school students perceived the school more favorably than high school students. Implications of these findings for social workers are considered.

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22

Kanlaya, Daraha. "Social Worker in Schools in High School Students." Open Journal of Social Sciences 09, no. 09 (2021): 541–54. http://dx.doi.org/10.4236/jss.2021.99039.

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23

TSUGAWA, Hideo, and Ayumi TAKAMOTO. "School connectedness of junior high school students." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 1PM—115–1PM—115. http://dx.doi.org/10.4992/pacjpa.77.0_1pm-115.

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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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25

ÇITAK, Şenel, and Hikmet YAZICI. "Risky Behaviours of High School Students and School Counsellors’ Interventions." Participatory Educational Research 9, no. 6 (November 1, 2022): 453–73. http://dx.doi.org/10.17275/per.22.148.9.6.

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Risky behaviors (substance abuse, obesity, suicide, bullying, and others), many of which are indeed preventable, are common among high school students. The most important task in detecting, preventing, and intervening in risky behaviors in schools falls to the school guidance service and school psychological counselor. The main objective of this study is to determine the types and prevalence of risky behaviors observed among high school students and to analyze the practices performed by the school guidance service for such behaviors. This study was organized in accordance with the mixed research design for which qualitative and quantitative approaches were used together. In this context, quantitative (N1=566) and qualitative (N2=21) data collection processes were carried out with psychological counselors working in different types of high schools in 12 provinces. While statistical procedures were included for the quantitative data of the research, content analysis techniques were used for the qualitative data. The results showed smoking, peer bullying, cyberbullying, school dropout, obesity, delinquency, abuse, suicidal tendency and attempt, alcohol use, bonsai use, and other substance use as risky behaviors in high schools. The levels and frequency of these behaviors vary across school types. The preventive activities in the schools were generally based on informative seminars, and practical studies were limited. The research results also indicated that studies of risky behaviors were not sufficiently included in Ministry or school guidance framework programs. Furthermore, it was found that parents, teachers, and administrators gave limited support to the studies carried out within the scope of education and intervention for risky behaviors in schools. These results demonstrate that school psychological counselors encountered several personal, institutional, or legal obstacles in their studies on risky behaviors.

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Adinata, Rangga Satria, and Yuliana Hanami. "Exploring Predictors of School Belonging in Senior High School Students." Tazkiya Journal of Psychology 12, no. 1 (April 30, 2024): 52–63. http://dx.doi.org/10.15408/tazkiya.v12i1.33958.

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Adolescents spend a lot of time at school because schools are centers of activity for them. Thus, it is normal for students to feel supported, comfortable, and connected to all components of the school. These feelings can make students think of themselves as part of their school or known as school belongings. This research was conducted to explore what factors can affect school belonging and to find the factors that have the most meaningful influence on school belonging for high school students in Indonesia. This research used a qualitative approach with a generic qualitative approach, and consisted of five participants who were 10th and 11th grade high school students attending schools in Bandung. Data analysis uses reflexive thematic analysis. The results of the study revealed that four themes could affect school belonging for students at school, including relationships with school members, adequate learning facilities and infrastructure, students' participation in extracurricular activities, and the match between students' interests and their school majors. On the other hand, it was found that peers were a factor that consistently influenced students' school belongings because it is consistently mentioned by every subject in this study.

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27

Grinnell, Frederick, Simon Dalley, and Joan Reisch. "High school science fair: School location trends in student participation and experience." PLOS ONE 18, no. 9 (September 11, 2023): e0291049. http://dx.doi.org/10.1371/journal.pone.0291049.

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The findings reported in this paper are based on surveys of U.S. high school students who registered and managed their science and engineering fair (SEF) projects through the online Scienteer website over the three years 2019/20, 2020/21, and 2021/22. Almost 2500 students completed surveys after finishing all their SEF competitions. We added a new question in 2019/20 to our on-going surveys asking the students whether their high school location was urban, suburban, or rural. We learned that overall, 74% of students participating in SEFs indicated that they were from suburban schools. Unexpectedly, very few SEF participants, less than 4%, indicated that they were from rural schools, even though national data show that more than 20% of high school students attend rural schools. Consistent with previous findings, Asian and Hispanic students indicated more successful SEF outcomes than Black and White students. However, whereas Asian students had the highest percentage of SEF participants from suburban vs. urban schools– 81% vs. 18%, Hispanic students had the most balanced representation of participants from suburban vs. urban schools– 55% vs. 39%. Differences in students’ SEF experiences based on gender and ethnicity showed the same patterns regardless of school location. In the few items where we observed statistically significant (probability < .05) differences based on school location, students from suburban schools were marginally favored by only a few percentage points compared to students from urban schools. In conclusion, based on our surveys results most students participating in SEFs come from suburban schools, but students participating in SEFs and coming from urban schools have equivalent SEF experiences, and very few students participating in SEFs come from rural schools.

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Idris, T. "Learning Motivation and Learning Outcomes of Islamic Senior High School Students: Comparative and Correlative Studies between Students Who Graduate from Junior High Schools and Islamic Junior High Schools." Tarbawi : Jurnal Ilmu Pendidikan 17, no. 2 (December 31, 2021): 193–202. http://dx.doi.org/10.32939/tarbawi.v17i2.1477.

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This study aims to compare the learning motivation and learning outcomes of Islamic senior high schools students who graduate from Islamic junior high schools and general junior high schools and determine the correlation between learning motivation and learning outcomes of Islamic senior high school students. This research is ex-post facto research with a quantitative approach. The data was collected using a learning motivation questionnaire and documentation of students' report scores in Mathematics, Physics, Chemistry, Biology, and English. The research sample includes 55 students who graduate from junior high schools and 155 students who graduate from Islamic junior high schools. The research results show that the students who graduate from Islamic junior high school have higher learning motivation and better learning outcomes than students who graduate from general junior high school. Furthermore, the correlation between learning motivation and learning outcomes is 0.006 and 0.038 for students who graduate from junior high schools and Islamic junior high schools, respectively. The correlation between learning motivation and learning outcomes of students who graduate from junior high school students has a smaller significance than students who graduate from Islamic junior high schools. In the future, Islamic senior high schools are expected to increase students learning motivation in an effort to improve students learning outcomes.

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Lee, Jung Eun. "Factors affecting high school students’ self-directedness." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 20 (October 31, 2023): 959–74. http://dx.doi.org/10.22251/jlcci.2023.23.20.959.

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Objectives This study explored the factors affecting the self-directedness of high school students in Korea by di-viding them into three areas: individual students, teaching method and schools, and parents. The theoretical basis for deriving specific strategies for strengthening students' self-directedness was presented. Methods Using the 6th data of ｢Korean Education Longitudinal Study 2013｣, the relationship between directed-ness and variables in each area was analyzed. Frequency analysis and descriptive statistics were conducted to find out the general characteristics of the study subjects. ANOVA analysis was conducted and Scheffe's post hoc test was conducted to find out the differences in self-directedness and variables in each domain according to general characteristics. Pearson's correlation analysis and hierarchical regression analysis were conducted to analyze the relationship between self-directedness and variables in each domain. Results The level of self-directedness and related variables of high school students showed significant differ-ences according to the location and type of school. Students in metropolitan and large cities showed higher levels than those in small and medium-sized cities and townships. Male students showed higher self-directedness than female students. The individual factors affecting high school students' self-directedness were self-under-standing, self-identity, curiosity/adventurousness, inquiring spirit, and sports-related cultural literacy. Teaching method and school factors that affect high school students' self-directedness were student participation-type classes and the level of student opinion reflection. Parental factors that affect high school students' self-directed-ness were their parents’ academic support and emotional support. Conclusions Methods for strengthening high school students' self-directedness should be sought at various lev-els such as individual students, teaching method and schools, and parents.

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30

Cheng, Meng-Fei, Jang-Long Lin, Shih-Yin Lin, and Chi-Ho Cheng. "SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS’ MODELING PROCESSES." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 207–17. http://dx.doi.org/10.33225/jbse/17.16.207.

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This research explores how scaffolding students’ reflections on scientific modeling criteria influence the students’ views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students’ views on scientific models and the students’ ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school. Keywords: scientific modeling, modeling curriculum, nature of models and modeling, model development, model evaluation, magnetism concepts.

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31

Wang, Sizhuang. "OBESITY AMONG HIGH SCHOOL STUDENTS." Young Scholars Journal, no. 1 (2021): 10–17. http://dx.doi.org/10.29013/ysj-21-1-10-17.

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32

Puhr, Kathleen M. "Postmodernism for High-School Students." English Journal 81, no. 1 (January 1992): 64. http://dx.doi.org/10.2307/818343.

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33

Higgins, Gregory C. "ETHICS AND HIGH SCHOOL STUDENTS." Religious Education 81, no. 2 (March 1986): 288–94. http://dx.doi.org/10.1080/0034408600810212.

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34

Castiglione, Claudia, Alberto Rampullo, and Orazio Licciardello. "High School Students’ Value System." Procedia - Social and Behavioral Sciences 141 (August 2014): 1330–34. http://dx.doi.org/10.1016/j.sbspro.2014.05.229.

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35

Heras, Panagiotis, Konstantinos Kritikos, Antonios Hatzopoulos, Nikolaos Kritikos, and Dimitrios Mitsibounas. "Smoking Among High School Students." American Journal of Drug and Alcohol Abuse 34, no. 2 (January 2008): 219–24. http://dx.doi.org/10.1080/00952990701877151.

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36

Fontana, S., C. Lanzani, R. Bigazzi, L. Zagato, E. Messaggio, G. Santini, F. Nistri, et al. "HYPERTENSION IN HIGH SCHOOL STUDENTS." Journal of Hypertension 36, Supplement 1 (June 2018): e17. http://dx.doi.org/10.1097/01.hjh.0000539008.91403.15.

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Strassberg, Donald S., Deanna Cann, and Valerie Velarde. "Sexting by High School Students." Archives of Sexual Behavior 46, no. 6 (January 3, 2017): 1667–72. http://dx.doi.org/10.1007/s10508-016-0926-9.

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Puhr, Kathleen M. "Postmodernism for High-School Students." English Journal 81, no. 1 (January 1, 1992): 64–66. http://dx.doi.org/10.58680/ej19928181.

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Choi, Young Jin, and Young Sik Kim. "Comparative analysis of affective achievement between innovative high school and general high school in Gyeonggi province." Korean Society for the Study of Local Education Management 25, no. 1 (May 31, 2022): 53–74. http://dx.doi.org/10.23196/tjlem.2022.25.1.053.

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Using the data for 8th of the GEPS, this study analyzed and compared affective achievement between innovative and general high school students. To compare high school students’ self-esteem, self-efficacy, school satisfaction and career planning between 2 types of high schools, this study utilized t-test and multiple regression analysis. The results of this study show that firstly, innovative high school students’ school satisfaction was higher than that of general high school students. On the other hand, in terms of self-efficiency, general high school showed more positive result than innovative high school. Second, in the analysis with multiple regression model, innovative high school students’ school satisfaction and self-respect were significantly higher than those of general high school students. Based on the above results, this study suggested that more rigorous research design is needed through follow-up studies and we need to develop more effective innovative school programs to improve students’ self-efficacy and career competency.

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OHNO, Hiroyuki. "Science Seminars for High School and Junior High School Students." Kobunshi 57, no. 4 (2008): 233–34. http://dx.doi.org/10.1295/kobunshi.57.233.

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Prasad, Aruna. "School Matters: What Happens in High School Goes Beyond High School." ASHA Leader 18, no. 3 (March 2013): 25–26. http://dx.doi.org/10.1044/leader.scm.18032013.26.

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42

Richards, Samuel. "Archival Research with High School Students and School History." Teaching History: A Journal of Methods 48, no. 1 (December 1, 2023): 36–54. http://dx.doi.org/10.33043/th.48.1.36-54.

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Archives-based teaching and research remains rare in high schools. Research in this area also remains scarce. This article provides an overview of ways one interdisciplinary project-based learning (PBL) program used school history to introduce historians’ signature pedagogy of archival research to 13- and 14-year-old high school students. It provides an overview of the 9-week interdisciplinary unit from the perspective of the history teacher with the hopes of providing inspiration for others. The article includes consideration of school context, interdisciplinary collaboration, creating an accessible archive for students, and ways history labs were crucial to teaching historical thinking in an authentic way.

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Orjiako, Emmanuel Chukwunonyerem, Joyzy Pius Egunjobi, and Ph D. Anthony Amissah. "Attitudes of High School Students towards Mental Health among Some Selected High Schools in Kajaido North Sub County, Kenya." International Journal of Research Publication and Reviews 5, no. 1 (January 8, 2024): 2352–57. http://dx.doi.org/10.55248/gengpi.5.0124.0254.

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Mateu–Gelabert, Pedro, and Howard Lune. "Street Codes in High School: School as an Educational Deterrent." City & Community 6, no. 3 (September 2007): 173–91. http://dx.doi.org/10.1111/j.1540-6040.2007.00212.x.

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Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.

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Earl Irving, S., Dennis W. Moore, and Richard J. Hamilton. "Mentoring for high ability high school students." Education + Training 45, no. 2 (March 2003): 100–109. http://dx.doi.org/10.1108/00400910310464071.

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Schmitt, Carrie, and Vella Goebel. "Experiences of High-Ability High School Students." Journal for the Education of the Gifted 38, no. 4 (October 5, 2015): 428–46. http://dx.doi.org/10.1177/0162353215607325.

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Abstract:

This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.

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Zholudeva, Svetlana V. "Innovative Method of Developing Professional Ideas of High School Students." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 2951–57. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020328.

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Haslofca, Fehime. "Academic motivation levels of sports high school students in Turkey." International Journal of Academic Research 9, no. 1 (December 30, 2017): 17–24. http://dx.doi.org/10.7813/2075-4124.2017/9-1/b.3.

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ŢOCU, Rodica. "PRELIMINARY STUDY ON CAREER COUNSELING NEEDS OF HIGH SCHOOL STUDENTS." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 447–50. http://dx.doi.org/10.19062/2247-3173.2018.20.60.

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KARACAN OZDEMIR, Nurten, and Oya YERIN GUNERI. "The Factors Contribute to Career Adaptability of High‐School Students." Eurasian Journal of Educational Research 17, no. 67 (January 22, 2017): 183–98. http://dx.doi.org/10.14689/ejer.2017.67.11.

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