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Shaw, Jo. "Social Skills Comparison of Online and Traditional High School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1659.
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Online education has evolved over the last 18 years as technology continues to advance. Starting at age 5, children are able to forego traditional classrooms and begin attending school from a computer in their homes. Research has not identified significant academic differences between traditional and online schools; however, there is limited research on differences in social competency in these settings. Bandura's social learning theory was used as a framework to compare social competency skills in traditional (n = 113) and online (n = 28) high school students living in Pennsylvania using the Social Skills Inventory (SSI). Participants were recruited using a private research consulting company. When comparing overall SSI scores of online and traditional students using an ANOVA, a significant difference was found (p = .04), with traditional students scoring significantly higher in social skills than online students. However, ANCOVA analyses showed that after controlling for age and years enrolled in each school setting, there were no significant differences in SSI between the two groups (p = .08, and .09 respectively). These results should be interpreted with caution due to the disparate group sizes. It remains unclear if online school students are socially impaired compared to their peers in traditional brick and mortar schools; however, no such differences were identified in this research. The findings of this study may impact social change by serving as a pilot to inspire the development of new measures and identify a need for future studies. A longitudinal study may provide more insight about social development in online school students. In addition, development of a measure that encompasses modern socialization and variables that are applicable to all school aged children could assist with more clearly identifying any relation between school type and social development.
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Joseph, Alfred Louis. "The tracking of school children : a comparison of life outcomes /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429096507.
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Kinsler, Linda L. "A Comparison of the Leadership Style Perceptions of School Board Presidents and Public School Superintendents." Thesis, Neumann University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10693023.
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This dissertation determined the perceptions of school board presidents regarding their superintendent's leadership style and the self-perceptions of superintendents regarding their personal leadership style. The leadership framework of Bass and Avolio (2004) was used to focus on three specific leadership styles of superintendents: transformational, transactional, and laissez-faire leadership. This information was vital because superintendents are considered the chief executive officers responsible for the day-to-day management of school districts.
The methodology for this study was quantitative with a correlational design. The Multifactor Leadership Questionnaire ([MLQ], 2004) was used to gather perceptions regarding transformational, transactional, and laissez-faire leadership styles from school board presidents regarding the leadership style of their superintendent and from superintendents regarding their personal leadership style. Seventy-five matched pairs (school board presidents and superintendents from the same school district) were collected to analyze research questions.
To address research questions one and two, the researcher conducted descriptive statistics on the data to describe the school board presidents’ perceptions regarding superintendent's leadership style. In addition, a one-sample t-test was used to compare the mean leadership style scores to a hypothesized mean. Once analyzed, data indicated that school board presidents perceived their superintendents to exhibit transformational and transactional leadership styles and did not perceive their superintendents to exhibit a laissez-faire leadership style. Superintendents’ ratings of their own leadership style indicated a strong tendency towards transformational leadership, with some tendencies towards the transactional leadership style. Superintendents scored lowest in laissez-faire leadership style.
For research question three, the assumption of linearity was assessed using a Pearson r correlation analyses. There were no statistically significant relationships between public school board presidents’ and superintendents’ behavior scores.
This study illustrated the importance of finding a superintendent’s leadership style and skills. It specifically highlighted the importance of ensuring a positive fit between a superintendent’s leadership style, the needs of a school board, and the needs of the district. The research established a statistically strong link between school board presidents’ and superintendents’ perceptions of leadership.
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Brown, Kevin L. "A comparison of social competencies among high school students referred for disciplinary action and nonreferred peers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344197.
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Early identification of high school students at-risk for antisocial behavior and school failure is critical to reducing the number punitive consequences they may experience, as well as for lowering referral rates to special education. The identification of characteristics that are common to students accumulating disciplinary referrals for chronic or acute behavior problems can be valuable for targeting the needs of these students and developing proactive intervention strategies. Typical approaches employ deficit-based measures which describe behaviors that are regarded as problems to be eliminated or reduced, but which seldom provide guidance to teachers on how to achieve that result. This study used the Behavioral Objective Sequence (BOS) (Braaten, 1998) a strength-based instrument, to examine the attributes of students in an urban high school who had been referred the Character Development Center (CDC), an out-of-classroom disciplinary intervention.The BOS provides a criterion referenced assessment of behavioral competencies which can subsequently be used by educators to develop instructional interventions that are directly related to skill deficiencies. A Likert type rating scale method was used to assess students' demonstration the BOS skills or behavioral/social competencies.Data were collected on 99 students who had been referred to CDC one or more times and 37 randomly selected peers who had never been referred. BOS scores were obtained from the classroom teachers who had made the student referrals to CDC and the nonreferred students. One-way ANOVAs and independent t-tests were computed to test for differences in the mean scores on the six BOS subscales. Students who were referred for disciplinary intervention scored significantly lower on all subscales. ANOVA tests for significant interactions between rater and student demographic attributes were all non significant indicating that the results were not influenced by characteristics such as gender, ethnicity, or social economic status.The results support the findings of previous studies that indicate use of skill-based BOS scores can identify students who are a high risk for disciplinary intervention. This approach offers educators an assessment instrument that can assist with early identification by proactively targeting skills that need to be taught and reinforced rather than reliance on consequences for misconduct.Department of Special Education
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Beattie, Rebecca Jane. "A comparison between middle school and high school teachers' perceptions of empowerment, teaching social skill competency, and participative leadership." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-153036.
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Areskoug, Henrik, and Lina Olofsson. "Sociala Mediers skeva bild av verkligheten och dess konsekvenser. : En korrelationsstudie mellan gymnasieelevers användande av Sociala Medier, Social jämförelse och Självkänsla." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49374.
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Syftet med denna studie var att undersöka sambanden samt eventuella könsskillnader mellan Social Jämförelse, Självkänsla och användande av Sociala Medier hos gymnasieelever . Enkäter delades ut till 127 elever på en skola i södra Sverige. Eleverna ombads besvara frågor om användningen av Sociala Medier samt uppskatta deras Självkänsla som bygger på Rosenberg self-esteem scale och deras upplevda grad av Social Jämförelse som baserades på en förkortad version (Schneider & Schupp, 2013) av the Iowa-Netherlands Comparison Orientation Measure (Buunk & Gibbons, 1999). Resultatet visade signifikanta samband samt könsskillnader mellan användning av Sociala Medier, Social Jämförelse och Självkänsla. Det visade sig att elever som spenderade mer tid på Sociala Medier och hade högre grad av Social Jämförelse tenderade att ha lägre Självkänsla. Kvinnor tenderade även spendera mer tid på Sociala Medier, ha högre grad av Social Jämförelse och lägre grad av Självkänsla än männen. I linje med Findahl och Davidsson (2015) studie fanns det tendenser till att Sociala Medier ökat men att aktiviteten minskar. I vår studie tenderade eleverna att lägga ut uppdateringar när positiva händelser hade skett eller bilder på Selfies och vänner samt bilder som redigerats. Detta skulle kunna bidra till en allvarligt skev bild av verkligheten som kan leda till negativa effekter (som lägre självskänsla). Mot bakgrund av resultaten bör fördjupade undersökningar kring Sociala Mediers och Social Jämförelses inverkan på vårt välmående utredas.The purpose of this study was to investigate the association between Social Media use, Self-esteem and Social Comparison. Questionnaires were distributed to 127 pupils at a school in southern Sweden. Students were asked to answer questions about the use of social media and assess their self-esteem based on Rosenberg self-esteem scale and their perceived level of social comparison that was based on a shortened version (Schneider & Schupp, 2013) of the Iowa-Netherlands Comparison Orientation Measure (Buunk & Gibbons, 1999 ). The results showed significant relationships, and also gender differences in the use of social media, social comparison and self-esteem. The study showed that students who spent more time on social media and had greater social comparison tended to have lower self-esteem. Women also tended to spend more time on social media, have greater social comparison and lower levels of self-esteem than men. The study confirmed Findahl och Davidsson (2015), showing that social media is increasing, but that the activity decreases. Students tended to only post positive events or images on Selfies and friends as well as images edited. This could contribute to a serious distortion that can lead to negative effects (such as lower self-esteem). Given the results, we propose that future studies focus on in-depth research about social media impact on our wellbeing and how modern social comparison works.
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Sheppard, Sarah C. "Self-concept, school stress and social support : a comparison of children with and without learning disabilities /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09HS/09hss549.pdf.
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Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.
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This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018.
Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.
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Webb-Williams, Jane Louise. "Self-efficacy beliefs and social comparison processes in the context of transfer from primary to secondary school." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611574.
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Murray, John Stephen. "Social support for school-age siblings of children with cancer : a comparison between parent and sibling perceptions /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Essex, Elizabeth Carol. "A Preliminary Comparison of Two ESL School Models for Newcomer Students." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5075.
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Due to the ever growing numbers of immigrants entering this country, school districts are faced with ever greater challenges for educating newly arrived immigrant students. Often these students arrive with little to no English ability and little to no school experience. Several educational program models, including ESL and bilingual education, have been popularized in school districts experiencing immigrant population growth. Recently, a supplemental model, the newcomer center/program, has gained popularity. The newcomer model seeks to educate and nurture newly arrived immigrant students with little to no English ability in the social and school expectations of the United States. Due to difficulties in conducting research and the relative newness of the program, there is a lack of quantitative research on the effectiveness of the newcomer model. The purpose of this study was to examine the effectiveness of the newcomer program in one city school district by comparing students who had completed the newcomer program to students who had been unable to attend and were instead directly mainstreamed into their regular assigned schools. The study used a questionnaire design in which the mainstream teachers were asked to rate the students using a Likert scale. Students were rated on their social and school adjustment. In addition to comparing students by program model group (newcomer and pre-beginner), statistical analyses were also used to determine any possible differences among gender, language groups and student ages. Although no significant difference was found between the group of students who successfully completed the newcomer program and the group of students who were directly mainstreamed, there were a few significant findings among gender, age and language comparisons.
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Reiser, Matthew Laurence. "A Comparison of Cognitive Autonomy in Adolescents From a Residential Treatment Center and A Traditional Public High School." DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/2585.
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The purpose of this study was to examine the extent to which factors influencing cognitive autonomy differed for "identified" and "not identified" troubled adolescents. One hundred and nineteen residential treatment youth aged 14 to 18 and 13 7 public high school adolescents were compared using the Cognitive Autonomy Self Evaluation (CASE) inventory, which examines five elements of cognitive autonomy including evaluative thinking, voicing opinions, decision making, self-assessing, and comparative validation. Findings reveal that generally cognitive autonomy did not differ according to troubled status. However, ninth-grade females at the traditional public high school rated themselves much higher in evaluative thinking, voicing opinions, decision-making, and self-assessing than the ninth-grade females at the residential treatment center. Implications for these findings and further recommendations were also discussed.
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Harrison, Timothy Wade. "Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2057.
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The majority of city and county school systems throughout Tennessee and the United States at one time or another experience a budget crisis. In the state of Tennessee, school systems are funded through the Basic Education Program, established in 1992 as part of the Tennessee Education Improvement Act. The lawsuit of 1988, Tennessee Small School Systems v. McWherter, created the Basic Education Program. Through the years, the Basic Education Program has provided extra teaching positions, materials, and supplies and has provided the funding formula for school systems throughout the state. Many high-ranking administrators contend that the Basic Education Program has outlasted its time. School administrators from both city and county school systems indicate the program needs to be restructured to meet the current needs of the schools and students throughout the state of Tennessee.
The purpose of this mixed-method study was to explore the perceptions of educational equality and the advantages/disadvantages of the Basic Education Program. Through quantitative data, city and county school systems were compared for per-pupil spending, average teacher salary, and student achievement in the advanced proficient category for math and reading/language. These data were collected from the Tennessee Department of Education website and the Tennessee Education Association website. Qualitative data were collected through interviews with high-ranking administrators from city and county school systems in Northeast Tennessee. These administrators were purposively selected from systems containing both city and county schools.
The findings of this study demonstrated that city school systems have higher per-pupil spending and higher teacher salaries than county systems. City school systems have higher student achievement levels in the advanced proficient category than county school systems. Interview participants agree that educational equity does not exist between city and county school systems in the state of Tennessee. The participants in this study express that although the Basic Education Program in Tennessee was effective, at one time, it should be restructured or redefined to meet the current needs of all students in the state of Tennessee.
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Gambino, Josie. "The effects of a summer school program for the gifted on students' self-concept : a social comparison perspective." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66143.
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Martin, Colette Yvonne. "A comparison of stressors, coping, temperament, and social support among school-age children with and without psychogenic pain." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163526177.
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Emiliano, Sherilynn Yae. "A comparison of high school trainers and college trainers teaching a preventive approach to child abuse program to high school students." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2127.
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Many crisis intervention programs have been developed for child abuse but very few primary prevention programs exist. Teaching prospective parents to cope with aversive child behaviors might prevent the occurrence of child abuse later.
The purpose of this study was to compare the effectiveness of using peer (high school students) and college students as trainers in a preventative approach to child abuse for high school students. It was proposed that peers would be better trainers because the trainees would be more likely to model their behavior and more at ease when asking the trainers questions. One hundred and thirty-four high school seniors were randomly assigned to one of three groups: control, college trained, or peer trained. These students rated their responses to potentially aversive child behavior situations and also role played their responses in these situations. Results indicated that there were no significant effects of training or types of trainers but the author concluded that more work should be done on the type of peer trainers used.
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Porter, Emma. "The relationship between emotional intelligence, social comparison and motivation to engage in physical activity in a school aged sample." Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658860.
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Objective. The World Health Organisation (2010) has expressed major health concerns over rising obesity rates, however only a third of young people in the UK currently meet national physical activity (P A) guidelines. Current health-promotion initiatives appear mostly ineffective in tackling this issue, highlighting the need for research to focus on factors that facilitate and sustain participation in P A. This study therefore explores the relationship between the various factors that have been seen to predict P A, including emotional intelligence (El), social comparison and motivation, and considers how its findings could inform future policy concerning the promotion of healthier lifestyles in young people. Design. A cross-sectional questionnaire design was employed to measure El, social comparison, motivatiQn to participate in PA and frequency of PA. 84 males and 123 females between the ages of 14-15 were recruited from a state comprehensive school to complete the questionnaire. Results. Analysis showed positive correlations between El and frequency of PA in both genders; intrinsic motivation was found to mediate this relationship. El was also positively correlated with intrinsic and extrinsic motivation in both genders; however the association was stronger between El and intrinsic motivation. Although further correlations were found between El, social comparison and type of motivation, further analysis suggests that these findings may be less robust. Conclusions / Implications. Together, the study'S findings tentatively support the role of El and social comparison in influencing an individual's participatory motivations, which in turn, may impact the adoption of, and sustained engagement in, P A. The implications of this in relation to the development of more effective health-promotion are discussed. Keywords: Emotional Intelligence; Physical activity; Intrinsic motivation; Mediator; Social comparison; Adolescents. This empirical paper is planned for submission to the journal of Psychology of Sport and Exercise which has published a number of studies investigating factors that affect participation in physical activity by young people, such as motivation, personality and gender.
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Brewer, Courtney. "Social interest and self -efficacy levels among high school volunteer mentors and their non -mentor peers: A comparison study." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/660.
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This study examined social interest, social self-efficacy, and general self-efficacy levels of high school volunteer mentors and their nonmentor peers. School-based peer mentoring has become a popular method for providing support services to students. While several studies examining mentee outcomes appeared in the past decade, less research has examined characteristics of the high school mentors involved. The choice of variables was grounded in Bandura's Social Learning Theory and Adler's Individual Psychology. Thirty-seven mentors and 32 nonmentors from a suburban New York high school completed the Social Interest Scale and the Self-efficacy Scale. Mentor volunteers scored significantly higher in social self-efficacy than their nonmentor peers, t (67) = 2.98, p < .006. The relationship between being mentored and becoming a mentor was examined using a chi-square analysis, and was found to be statistically significant, chi2 (1, N = 69) = 4.18, p = .041. Females demonstrated higher levels of social interest than males, t (67) = 2.78, p < .006. The social change implications of this research include gaining insight into the characteristics of high school mentor volunteers, providing program coordinators with a mechanism for ensuring more positive outcomes for both mentees and mentors. Creating more positive outcomes for mentees may inspire them to become mentors later on, which increases the overall benefits of mentoring in the community. Providing an outlet for social interest and bolstering self-efficacy levels among mentors will increase the potential for future successful endeavors.
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Bettayeb, Nahema. "Concept de soi et miroir social des enfants en milieu scolaire : étude du rôle des processus de comparaison sociale de soi et du soutien social." Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0897/document.
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L’objectif de cette thèse est d’examiner comment les caractéristiques propres des enfants en milieu scolaire contribuent au lien entre le miroir social et l’élaboration du conceptde soi. Cette recherche s’inscrit dans une approche psychosociale de la construction du concept de soi et s’appuie sur les ancrages théoriques de James (1890), Baldwin (1897),Wallon (1959) et plus particulièrement sur les travaux de Cooley (1902) concernant le miroir social. Les travaux de Nurra & Pansu (2009) ont permis d’améliorer l’opérationnalisation du miroir social en prenant en compte le rôle médiateur des perceptions que l’enfant prête aux autruis significatifs verticaux (parents et enseignant). Pourtant des travaux montrent que les pairs (autruis horizontaux) participent également au miroir social (Hue, 2006) et l’enfant évalue ses propres compétences en les comparant avec celles de ses pairs (Boissicat, et al., 2012). Ce travail propose de développer le modèle du miroir social en y intégrant les perceptions prêtées par l’enfant à ses enseignants et à ses pairs, la comparaison sociale de soi et le soutien social dans l’élaboration du concept de soi. Le recueil des données a été réalisé dans 6 écoles primaires auprès de 43 enseignants et de 1073 enfants du CE1 au CM2 (51,35% de filles). Globalement, les résultats montrent à la fois des effets médiateurs et des effets modérateurs. Le lien entre les évaluations de l’enfant par l’enseignant et la confiance en soi est partiellement médiatisé par les perceptions prêtées par l’enfant à son enseignant (33% de variance expliquée). Pour les évaluations de l’enfant par les pairs, les résultats se différencient en trois groupes selon les dimensions de nominations les plus saillantes. Pour le groupe évalué par les pairs de façon élevée sur la dimension « compétent ajusté », le lien entre les évaluations de l’enfant par les pairs et la confiance en soi est partiellement médiatisé par les perceptions prêtées par l’enfant à ses pairs (41% de variance expliquée). Pour le groupe évalué par les pairs de façon élevée sur la dimension « difficultés scolaires », le lien entre les évaluations de l’enfant par ses pairs et la confiance en soi est médiatisé par les perceptions prêtées par l’enfant à ses pairs (40,4% de variance expliquée). Les résultats indiquent également le rôle modérateur de la comparaison sociale, du soutien social et de l’importance accordée aux domaines dans les autoévaluations des enfants. Cette thèse souligne ainsi l’intérêt de considérer le lien complexe entre l’enfant et le milieu scolaireThis dissertation focuses on children’s contribution to the relationship betweenlooking-glass-self and self-concept. This research has been inspired by James (1890),Baldwin (1897) and Wallon (1959) psychosocial work, especially Cooley’s conception of thelooking-glass-self theory (1902). Nurra & Pansu (2009) study has improved the lookingglass-self operationalization by taking into account the mediator role of vertical significantother’ reflected appraisal (parents and teacher). However, study emphasized that peers mayalso contribute to the looking-glass-self (Hue, 2006) and that children’s self-assessment mayemerge from peer’s comparison (Boissicat, et al., 2012). This research intends to develop thelooking-glass-self model by integrating the role of horizontal significant other’ reflectedappraisal at elementary school (peers), social comparison and social support in the emergenceof a sense of self. This study was conducted among 1073 elementary school children (51,35%girls; CE1 to CM2), their teacher’s (N = 43) and has examined self-concept using Harter’spsychometric scales (Harter, 1985; 2012). Results indicated mediating and moderatingeffects. Mediating analysis revealed that the relationship between teacher’s actual appraisaland child’s self-confidence could be partially mediated by teacher’s reflected appraisal. Therelationship between peer’s assessment and child’s self-confidence could be also partiallymediated by peer’s reflected appraisal. Results indicated that social comparison, socialsupport and the importance given to domains of competence could be considered asmoderators of the self-concept. This dissertation shows how significant other’s appraisaloperates in the class, their influence on the self-concept and children’s contribution throughthe filter of significant other's reflected appraisal in school context
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Yilmaz, Ruhmén Susanna. "Law and order in Schools? : A comparative study on legal regulations of the social interaction between teacher and students in Finland and Sweden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-323589.
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The following thesis investigates differences and similarities in the social aspect of teachers’ professional work, as described through teachers’ rights and responsibilities regulated in national school law of the social interaction teacher-student in Finland and Sweden. This thesis is written as a pilot-study in the Swedish Research Council project concerning teacher autonomy in Sweden, England, Finland and Germany. Teacher autonomy is seen as a multidimensional concept in recent research made, and in an analytical matrix developed by Wermke and Salokangas (2016) teacher autonomy can be analyzed on different levels and in different domains of teachers’ professional work. This thesis connects to the social domain in the analytical matrix, which concerns disciplinary policies in the social interaction between teacher and students and thus explores the social part (or dimension) of teacher autonomy. The methods adopted in this thesis are content analysis and comparative method where documents on a national level (i.e. school law) and local level (i.e. rules of conduct) from Finland and Sweden are analyzed. Three terms (i.e. rights, responsibility and offensive actions) guide the analysis together with three analytical questions drawing on Ingersoll’s (2003) research where decisions concerning the social aspect of schooling was proven to be the most important area of teachers’ decision-making power. The results of the investigation indicate that there are both similarities and differences in how the social aspect of teachers’ work is described on national and local level in Finland and Sweden. On national level for example, both Finnish and Swedish teachers can take disciplinary measures to maintain a safe study- and classroom environment, although it is more regulated in the Finnish school law. The investigation also shows that there is a clearer connection between the national level and the local level in Finland, a connection which cannot be perceived in the Swedish case. Lastly, the possibility of reporting teachers divides the two countries apart where in Sweden this is described in the school law, which is not expressed in the Finnish school law.
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Frederick, Garnett Noel. "Comparison of two mentoring programs for at-risk black adolescents : a traditional one-to-one mentoring program and a school-to-work transitional program." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/3613.
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The purposes of this study were: (a) to compare the impact of One-to-One (OTO) mentoring interventions administered in the high school setting, and the workplace of the students who participated in the School-to-Work (STW) transitional program, and (b) to identify how the participants perceived their experience in the OTO mentoring program and the STW transitional program. A qualitative approach was used to identify how participants perceived their mentoring experiences with the STW and OTO mentoring programs by utilizing focus groups and content analysis. A quantitative approach was used to compare the statistical differences of outcomes between the STW and OTO mentoring programs, by utilizing descriptive statistics, independent samples Wests, chi- square analyses, and logistic regression. The sample was limited to participants in the STW and OTO mentoring programs resulting in 21 participants for the qualitative approach and 114 participants for the quantitative approach.
Results from the qualitative approach indicated that focus group participants in the STW program were satisfied with the program and the relationship with their mentors. They also suggested that the STW program be lengthened to include the entire academic year. Participants from the OTO focus group were dissatisfied with their program due to inadequate mentor involvement. Results from the quantitative approach showed that the increase in school attendance for the STW program’s at-risk Black male youth was statistically significant compared to the OTO program participants; the STW program participants displayed a better outlook for attending college that was statistically significant compared to those in the OTO program; and the OTO program participants displayed a better outlook for permanent employment compared to those in the STW program.
Therefore, this study finds that mentoring can contribute to reducing school absences and high school completion in order for at-risk Black adolescents to attend college. It is recommended that the OTO program be restructured to eliminate the disparity that exists regarding the administration of the STW program and the OTO program.
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Ronnerman, Bengt. "A Comparison Between Children's Anxiety Management Program & Developing Understanding of Self & Others: Effects on Children's School Anxiety, Self-Disparagement & Defensiveness." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2800.
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Children experience unavoidable stress and anxiety. Excessive stress, or distress, and anxiety may negatively effect children's emotional, mental, and physical functioning. Examples of distress reactions in children include fears, aggression, frustration, low self-esteem, apathy, low academic achievement, poor peer relationships, fatigue, and developmental delays. Prolonged reactions to distress in children could cause severe emotional, mental, and physical problems when children reach adulthood. It is important that children learn effective strategies to cope with distress and anxiety. There is a dearth of research data regarding children and coping skills training for dealing with stress and anxiety. Therefore, the Children's Anxiety Management Program (CAMP) was implemented with forty-eight fourth grade children. CAMP was also compared to the Developing Understanding of Self and Others (DUSO) program in order to examine the effectiveness of CAMP to reduce fourth grade children's school anxiety, self-disparagement, and defensiveness. The CAMP children were taught methods to cope with stress and anxiety (e.g. relaxation training, problem-solving skills) by two regular classroom teachers. A consultant helped the DUSO children discuss their own concerns and worries as DUSO used no formal training. The consultant also taught the necessary CAMP skills to the teachers. The CAMP program allowed for outcome and process evaluations. The evaluations used teacher and student logbooks, discussions with teachers and students, and analysis of scores on an anxiety scale. The CAMP and DUSO children participated in their respective program during an eight-week period, approximately 75-90 minutes a week. The hypotheses stated that (a) the CAMP children should significantly lower their anxiety and reduce their anxiety significantly more than the DUSO children. The outcome was measured on the Children's School Questionnaire (CSQ). The hypotheses were not supported as (a) there were no significant treatment effects F(1, 48) = 1.87, p >.05 and (b) as only the comparison group significantly reduced anxiety scores F(1, 48) = 3.26, p < .05 between pretest and posttest and pretest and follow-up. Also, there were significant differences of anxiety scores (CAMP and DUSO) between repeated measurements F(2, 48) = 15.88, p < .001; and there were significant reductions of anxiety in the teachers by measures condition F(2, 48) = 7.88, p < .01 for teacher (1) between pretest and posttest and pretest and follow-up. There was a significant increase of defensiveness levels between pretest and follow-up on the measurement condition F(1, 48) = 3.88, p<.05 for all children (CAMP and DUSO). - There were no significant differences for the self-disparagement factor on any of the measures.
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Guta, Angela Jeannine. "A comparison of the effectiveness of video modelling and point-of-view video modelling on the social skills of primary school children with autism." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2869.
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The number of children diagnosed with autism continues to grow at a startling rate. Meeting the needs of individuals with autism is not just a concern for parents, healthcare professionals, and educators. It is equally a concern for society at large. Individuals with autism face difficulties with their social skills. In dealing with such difficulties, evidence-based interventions, such as video modelling, have allowed researchers to make some progress in terms of changing the trajectory of the deficit of social skills in children with autism. Further, video modelling can be considered a cost-effective and time efficient form of intervention which can readily be used in the home, classroom and community. The aim of this study was to compare video modelling and point-of-view video modelling in order to see which approach was more effective on the social skills of primary children with autism in the UK, specifically concerning their verbal and action imitation skills. In the present study, a mixed-methods approach was used involving a single-subject, multiple-baseline design across three groups of participants and three treatment conditions—video modelling from the third-person perspective, point-of-view video modelling from the first-person perspective and a control group. The research design included baseline, intervention and follow-up probes using three play sets. All sessions were videotaped and transcribed for data analysis. Data from descriptive narrative records was analysed using event recording. Results suggest that point-of-view video modelling was more effective than video modelling in increasing the verbal and action imitation skills for two out of the three groups of participants in this study. However, this study has its own limitations given the small sampling size and similar other factors. In light of this, the results will be discussed in relation to existing research. Finally, recommendations for future research and practice, policy and theory will be suggested.
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Pinette, Manon. "Étude comparative des styles de pensée et des habiletés sociales d'étudiants autochtones et caucasiens de deuxième, troisième et quatrième secondaire /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1996. http://theses.uqac.ca.
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Ari, Basar. "Religion And Nation-building In The Turkish Republic: A Comparison Of The High School Textbooks Of 1930-1950 And 1950 - 1960." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612842/index.pdf.
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The period from 1930 to 1946 constitutes one of the most important episodes of the history of Turkish Republic. It is the period in which the new regime was consolidated through a series of radical secularizing reforms, which aimed at weakening the role of religion in politics and society and confining it to the private sphere. In this period, the Kemalist regime tried to replace an identity based on religion by one based on the Turkish nation. It has generally been argued that the transition to multi-party regime and the subsequent coming to power of the Democratic Party in 1950 constitutes a serious break with the previous period by opening a greater space for religion in society. This thesis will try to study the construction of Turkish national identity through a comparison of the high school textbooks of the 1930 &ndash1950 period and 1950 &ndash
1960 era.
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Letsoalo, Maredi Bernard. "Rankings of science and technology related global problems : a comparison of gender differences among school pupils in the Northern and Western Cape Provinces." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17498.
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Bibliography: pages 83-106.In 1984 Bybee used 262 science educators from 41 countries to develop an instrument for measuring their ranked priorities of science and technology related global problems. In 1995 the original Bybee scale was updated and clarified, and a new 15-item-version, the Le Grange Global Priorities Instrument (LGPI), was piloted, refined and validated. The new Le Grange Global Priorities Instrument (LGPI) was administered to 421 North Sotho, 433 urban Xhosa and 348 suburban Coloured high school pupils in the Northern Province and Western Cape Province respectively. The study is an enlargement of the work of Bybee and Mau (1986); Bybee and Najafi (1986); Ndodana, Rochford and Fraser (1994); and Le Grange, Rochford and Sass (1995) and it is to date the first one of its kind to be extended to school pupils. Data was collected during a seven month period from January to July 1995 as part of the normal class schedule, with the help of science teachers and school principals. The data gathered were analysed with the Statgraphics package available in the standard computer. More than 96 percent of the data gathered were used for this analysis.
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Merry, William. "Comparison of social-economic backgrounds of vocational students taking automobile mechanics II in the French and English sector on the Island of Montreal." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64081.
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Teffeteller, Judy Alisa. "A Comparison Prior to and After Implementation of a Ninth Grade Academy in East Tennessee High Schools." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1766.
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The purpose of this study was to identify student progress during the 9th grade year by evaluating student data prior to and after the implementation of a 9th grade academy in 2 east Tennessee high schools. The testing variables included the number of core credits earned, the number of elective credits earned, number of absences, and grade point average. Grouping variables included all 9th grade students and 9th grade students by gender prior to and after implementation of the 9th grade academy. Data were collected over 5 years (2005-2010). Paired-samples t-tests were used to make comparisons prior to and after the implementation of the 9th grade academy for each variable for the high schools. Independent-samples t-tests were used to make additional comparisons between gender on each variable prior to and after implementation of the 9th grade academy. An additional analysis was conducted to determine how many 9th grade students were enrolled in basic math or Algebra I prior to and after the implementation of the 9th grade academy. Based on the findings of this study, more core and elective credits were earned after the implementation of the 9th grade academy, but there was very little difference in GPA. Number of absences improved in 1 school after the implementation of the 9th grade academy and not in the other school. Additionally, there was little positive impact in Algebra I credits earned after the implementation of the 9th grade academy.
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Maxwell, Anthony Fayne. "A Comparison of the Academic Achievements of Intermediate Students Based on Socioeconomic Status and Participation in an After-School Program." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2122.
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The purpose of this study was to determine what, if any, associations exist between students' academic success on achievement tests and the predictor variables of students' socioeconomic status, participation in an after-school program, and gender. Middlesboro Intermediate School contains a high number of students who participate in the federal free- or reduced-price school meals program, as well as attend the after-school program. This study factored in the student's academic success on the Kentucky Core Content Test and the socioeconomic status of students based on their qualification for the federal free- or reduced-cost school meals program, their participation in the after-school program, and their gender. This study was based on test results for students in the fourth grade in the areas of math, science, reading, writing on demand, and writing portfolio, as well as the test results for the fifth-grade students in the areas of arts and humanities, practical living-vocational studies, social studies, math, and reading. The entire school population was included except for students never attending the after-school program and students receiving testing modifications on the Kentucky Core Content Test.
Based on the analysis of the data and findings of this study, the implementation of an after-school program appears to have benefits for all students regardless of socioeconomic status; however, student success differs by content areas and the number of days of attendance in the after-school program.
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Hampton, Christopher Michael. "A Study of Perceptions of Achievement Factors for At-Risk Students in Comparison to Honor Students at a Northeast Tennessee High School." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2117.
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Student success and motivation are issues that baffle parents and educators. Various factors go a long way in explaining why these educational phenomena occur. Current research has confirmed that issues such as parental involvement, home life, attitude, intellect, and teacher and student relations and rapport have an impact on motivation and future success of students. This research project focused on students' perceptions of factors that affect their success and achievement. These factors were categorized into four areas: intrapersonal influences, parental influences, educational influences, and external influences. These areas were explored in an attempt to promote an awareness of the factors necessary for student success.
The purpose of this study was to examine the perceptions of honor and at-risk high school students regarding achievement factors. The method of acquiring information for this phenomenological study was exclusively through indepth interviews. The study was limited to 16 students at a specific Northeast Tennessee high school. Sixteen students were selected from a stratified purposeful sample. Eight students were selected from the top 10% of their class and eight students were selected from the bottom 10% of their class. Each interview contained semistructured and open-ended questions. The questions were prewritten but flexible in interview presentation.
The results of this study should promote an awareness of the factors that foster success and those that are detrimental to the success of all students. This awareness might motivate educators to work harder at preventing students from slipping through the cracks.
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Harrison, Robert S. (Robert Seidel). "A Comparison of the Relative Effectiveness of Mainstream Versus Pullout Treatment Programs in Addressing the Needs of At-Risk Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279002/.
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The purpose of the study was to compare the relative benefits of treating at-risk students, those considered to be potential dropouts, by separating them into special classes at a separate facility—a pullout program—versus having them remain in regular classes with periodic supplemental counseling based upon individual needs—a mainstream program. To carry out the purpose of the study, students enrolled in the two types of treatment programs were compared in respect to retention in school, attendance, academic achievement based upon pretest and posttest scores, report card grades, and attitude toward school.
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Johnson, Amanda H. "A Comparison of the Impact of a Freshman Experience Program Provided for College-Bound High School Students versus a Freshman Experience Program Completed as College Freshmen." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1918.
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With over two thirds of high school graduates going on to pursue postsecondary options after high school and over one fourth at 4-year institutions and nearly half at 2-year schools never reaching their sophomore year, it is evident that the transition from high school to college is a broken one for many students. There has been a nationwide call to redefine the senior year of high school and rethink the transition from secondary to postsecondary education. Aligned with this plea, Walters State Community College began an initiative, the Freshman Experience program, to ease some of the strains associated with the transition process and, in 1993, began offering this course to high school seniors. The program was expanded and offered to seniors at 23 high schools in a rural 10-county service delivery area in East Tennessee. The purpose of this study was to determine whether students who completed a freshman experience course while still in high school engaged in more actions that positively impact retention than did those who had not had such a course prior to college enrollment. The study included 1,391 students, 550 who completed the course at the high school level and 841 who completed the course during their 1st semester of college enrollment.
Chi-square analysis of the data was conducted to investigate 6 variables. The major findings were that high school freshman experience completers (a) made application for college earlier, (b) earned significantly more advanced studies credits, (c) had significantly fewer absences during their 1st semester of college, (d) had significantly fewer course withdrawals, (e) had significantly fewer course failures, and (f) had significantly higher cumulative GPAs at the end of the 1st semester than did the postsecondary program completers.
Based on the findings of this study, the implementation of a freshman experience course or similar program serves to positively impact the transition of high school seniors to the postsecondary environment. These results confirm the need for high schools and postsecondary institutions to work together to provide students with a seamless transition in an effort to increase student retention and program completion.
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Kim, Sulki. ""Cause you're Asian" influence of the model minority stereotype as a source of social comparison affecting the relationship between academic achievement and psychological adjustment among East Asian American high school students /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383479441&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Joseph, Raymonde Antonia Frances. "A Comparison of the Frequencies of Selected Teaching Behaviors of Trained and Untrained Teachers." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1737.
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The purpose of the study was to compare the frequencies of a selected set of teaching behaviors of trained and untrained teachers in elementary schools in St. Lucia. The dependent variables in the study were the frequencies of Structuring, Questioning, Feedback and Praise behaviors. The independent variables were training, grades awarded at teaching practice, and subject areas.
Records of the lessons were obtained through the use of audiotapes. The behaviors were coded using a low inference observation schedule. The data were analyzed using means and standard deviations. The significance and inferential statistic applied was the chi-square.
Significant differences were found to exist in the frequencies of Questioning, Feedback and Praise behaviors of trained and untrained teachers. Significant variations were found in the Questioning and Feedback behaviors according to the grades awarded at teaching practice. There were significant variations in the frequencies of all classes of behaviors across subject areas.
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Fowler, Linda D. "Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.
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Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem.
U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S.
The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement.
Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country.
U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.
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Nord, Sofie, and Frida Mattebo. "A comparison in substance use among learners in four schools in Port Elizabeth, South Africa – T.A.D.A vs. non-T.A.D.A." Thesis, Mittuniversitetet, Institutionen för socialt arbete, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11267.
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Research conducted in USA says that drug prevention is a successful method against chemical dependency and should be a part of the curriculum in all schools. The need for evidence based methods is increasing. Little research has been done on the subject in South Africa and other third world countries, hence the need for this research. There is unquestionably substance abuse amongst South African students. The organisation SANCA provides a school based prevention program called T.A.D.A. A quantitative study was made where questionnaires were used to collect data from 4 schools in Port Elizabeth, South Africa to see, if T.A.D.A was effective. The results of the study were not sufficient enough to draw any conclusions about the efficiency of the T.A.D.A program. However an overview was given on the substance use amongst adolescents.
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Muthama, Evelyn Loko. "Looking at schools through a professional learning community lens : a comparison of leadership and management practices at two secondary schools." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11028.
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Includes bibliographical references (leaves 82-87).This study compares the association between leadership and management practices and teacher practices in two secondary schools. The schools are similar with regard to socioeconomic background but different with regard to learner achievement in grade twelve science examination results. I identify the extent to which leadership and management practices nurture the development of a Professional Learning Community (PLC). The data comprised transcripts of semi structured interviews, notes from observation of interactions between staff and documents pertaining to meetings. I chose a double case study approach in order to analyse and compare the practices in the two schools.
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Grysole, Amélie. "Placer et déplacer ses enfants. Stratégies transnationales de mères sénégalaises aux Etats-Unis, en Italie et en France." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH085.
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Les migrations internationales modifient les rôles attribués à chacun.e dans une famille et nécessitent des réaménagements en conséquence de l’absence d'un.e ou plusieurs membres. Cette recherche examine les implications d'une pratique familiale qui consiste à faire grandir au Sénégal des enfants nés dans les pays de destination. La reproduction des statuts sociaux au croisement de deux espaces nationaux se négocient – entre autres – par le choix du lieu où grandissent les enfants et des personnes en charge de les élever. Le focus est mis sur les stratégies des mères car ce sont elles qui ont la charge du soin quotidien des enfants en migration, et parce que les enfants sont, pour la plupart, accueillis par des membres de leur parenté utérine à Dakar. Les parents migrants de cette enquête, issus de différentes fractions des classes moyennes dakaroises, évaluent les quartiers ségrégués, populaires et immigrés où ils résident dans les pays de migration comme risqués pour la socialisation de leurs enfants. L’incertitude qui pèse sur le devenir des enfants nés en migration (carrières déviantes, échec scolaire) met en danger la reproduction sociale des maisonnées transnationales et les projets de mobilité sociale des parents. Ainsi ces derniers luttent-ils pour transmettre à leurs enfants à la fois les ressources de l’autochtonie (normes, relations, écoles privées, environnement protégé) et les ressources internationales (travail, études supérieures, langues, droit de circulation) au travers de stratégies de socialisation et de relocalisation de leurs enfants à Dakar. Appuyée sur une enquête ethnographique multi-sites (douze mois de terrain, neuf mois au Sénégal, trois mois dans les pays de migration), cette recherche analyse comment ces pratiques transnationales reflètent des modes de lutte contre le déclassement social, ethno-racial et statutaire subi en migration, selon des (dis)-positions sociales et des ressources de départ différentes. Entre projets de retour (au Sénégal), investissements scolaires privés, logiques économiques et normes sociales, ce mode de prise en charge des enfants est intimement lié et contraint par le cadre politique et le contexte économique du pays de naissance des enfants (États-Unis, France, Italie). La décision de laisser partir un enfant au Sénégal est ainsi attachée à des politiques migratoires, familiales et scolaires. Cet arrangement apparemment singulier est toutefois exemplaire d »une façon d’émigrer perçue comme provisoire ou du moins sans rupture, ainsi que de liens affectifs et économiques qui dépassent largement ceux d’un modèle conjugal et nucléaire de la familleInternational migration results in the reconfiguration of the roles taken up by each family member, requiring readjustments in the absence of one or more relatives. This study examines the implications of the kinship practice of sending children who were born abroad to grow up in Senegal, their parent’s country of origin. The reproduction of social status at the intersection of two national spaces is negotiated, in part, by the choice of where children will live and who will take charge of bringing them up. Here, I focus on mother’s strategies, given that they are most often in charge of the daily care of children in the context of migration, and because in most cases, the children studied were welcomed by members of their maternal kin in Dakar.The migrant parents in this study, who come from various segments of Dakar’s middle class, esteem that the segregated, lower-class, and immigrant neighborhoods where they live abroad represent a risk for their children’s socialization. This uncertainty, which weighs heavily on the futures of children born in migration (the risk of deviance and scholarly failure) endangers the social reproduction of transnational households and their parents’ ambitions of social mobility. As such, these caregivers strive to transmit to their children, both the resources of their country of origin (social norms and relations, private schools, a protected environment) and international resources (work, higher education, language skills, rights to travel) through socialization strategies and by moving their children to Dakar. Drawing on multi-sited ethnographic fieldwork (twelve months total, nine in Senegal and three in countries of migration), this study analyzes how these transnational practices reflect various means through which families fight against the treat of downward social mobility, relative to their ethnicity/race and assigned status in migration and associated with their social positions and resources pre-migration. Between ambitions to return to Senegal, investments in private schooling, economic logics, and social norms, the means of caring for one’s children is intimately linked and constrained by the political economic context in the children’s country of birth (United States, France, or Italy). The decision to send one’s child to grow up in Senegal is thus bound up with the politics of migration, in families, and of schools. This arrangement, apparently exceptional, is nonetheless exemplary of a form of emigration perceived to be temporary or at least without rupture, and affective and economic connections which far exceed the nuclear family
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Burleson, Kathryn Ann Player. "Social comparisons at gifted schools for the arts : qualifications for the big fish little pond effect /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2004. http://uclibs.org/PID/11984.
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Chen, Wenjun. "Academic Stress, Depression, and Social Support: A Comparison of Chinese Students in International Baccalaureate Programs and Key Schools." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7274.
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The purpose of this study was to examine how academic stress affects Chinese high achieving secondary students’ mental health. Potential moderating effects of perceived social support and gender on the relationship between academic stress and depression were also examined. Current literature suggests Chinese high school students report greater academic stress and depression than their counterparts overseas (Sun, Dunne, Hou, & Xu, 2013), but it is unclear about the status of high achieving Chinese students as well as how social support works as a protective factor on this particular population. In order to fill this gap, the current study recruited a diverse sample of 133 Key school students and 99 IB students from eight classrooms of two schools during Fall 2017, and administered questionnaires on participants’ academic stress, depression level, perceived social support, and demographic information. Result indicated IB students experience more academic stress and depression compared to Key school students, and female IB students experience more depression than male IB students. Although perceived social support was negatively related to academic stress and depression for both Key and IB students, it was not an effective moderator for either group. Female Key school students were more likely to report higher level of depression compared to male students when they were experiencing similar level of academic stress. This study highlighted the importance of mental health services to high achieving students, discussed appropriate intervention programs for this group of students, and suggested directions for the future research.
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Busby, Ruth Stewart. "Impact of socio-economic status on elementary social studies instruction a comparison of Title I and non-Title I schools /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000134.
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West, Sarah D. "A comparison of students' perceptions from low-achieving schools and high-achieving schools of their teachers, schooling , and themselves in Math, Reading, Science, and Social Studies." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/1227.
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The intent of this study was to reveal students' perceptions of expectations of their teachers, the utility of schooling, their self-concept of their ability and their attitudes toward their teachers in math, reading, science and social studies for the purpose of initiating a plan of improvement to enhance student achievement.
The subjects were seventh grade students randomly selected, using the Iowa Test Of Basic Skills as the basis of selection, from the ten highest scoring schools and the ten lowest scoring schools in a suburban school district of Atlanta, Georgia. Data collection took place during the fall quarter. Test results are from the Spring administration previous to that fall quarter.
The instrument used to gather data was the Student Diagnostic Motivation Questionnaire (SDMQ) as developed by Kenneth Matthews and Carvin Brown (1987). This instrument measured students' perceptions of teacher expectation, the utility of schooling, students' attitudes toward teachers, and students' self-concept in math, reading, science and social studies. The sample consisted of 141 students (10% of the total population). All questionnaires, except one, were returned within the seven-day allotted time span. One returned questionnaire had no responses which resulted in a total of 139 participants.
Using the Statistical Package for the Social Sciences (SPSS), a Factorial Analysis of Variance (ANOVA) was used with appropriate t-tests where significance was found. Of the sixteen hypotheses tested, there was a significant difference in students' perceptions in nine hypotheses. Students' perceptions of the variables as they relate to the subject areas can be used to help implement a plan of improvement in the areas of math, reading, science and social studies.
The results were reviewed in the light of previous research into the four variables. The implications and findings were discussed and some recommendations were presented.
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Ellis, Elspeth C. "Droners and singers : a comparison of poor pitch singers and good singers in selected Belfast primary schools with respect to cognitive, affective, social and attitudinal factors." Thesis, University of Ulster, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333971.
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Brorsson, Tobias. "Rökning på skolgården En jämförelse mellan två olika skolors skillnader i förhållning till rökning - Smoking in the schoolyard A comparison between two different schools attitudes to smoking." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35139.
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Med min bakgrund som blivande geografi och idrottslärare har jag valt att undersöka rökning på två olika skolor med skilda socioekonomiska och geografiska förhållanden. Syftet med detta examensarbete var att undersöka vad det fanns för lagar, regler och direktiv för skolan gällande ungdomsrökning. Syftet var också att belysa skolornas förhållning till rökning skiljer sig åt och om det har någon koppling till vilket område de befinner sig i. Detta har undersökts dels genom den svenska skolans olika styrdokument, dels genom en enkätundersökning till rektorerna på två olika skolor. Undersökningen visade att det fanns tydliga skillnader i vilken vilket förhållningssätt dessa skolor hade till ungdomsrökning. Sammanfattningsvis drogs slutsatsen att det saknas klara gemensamma direktiv om vad som gäller med ungdomsrökning på skolorna. Detta kan förklaras med att lagarna är tvetydiga.
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Nakas, Raffi. "Curriculum, composition sociale du public scolaire et violence symbolique : étude comparative des collégiens français et belges en éducation physique et sportive." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2082.
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Dans la deuxième moitié du 20è siècle, des travaux entrepris dans le champ de la sociologie du curriculum par des chercheurs anglo-saxons puis européens ont permis d’interroger la légitimité des savoirs curriculaires, en particulier leur caractère socialement construit. Certaines études ont alors fait émerger qu’il existait des variations de contenus d’enseignement en fonction de la composition sociale du public scolaire. Autrement dit, ces recherches ont appréhendé les effets inégalitaires des sélections curriculaires en mettant en évidence une hiérarchisation des savoirs par une hiérarchisation des élèves. La présente recherche se propose d’étudier les processus de fabrication des inégalités par et dans l’école au sein des cours d’éducation physique et sportive (EPS). En prenant appui sur des collégiens d’établissements socialement contrastés en France et en Belgique francophone, nous avons tenté de révéler qu’au cœur des cours d’EPS, l’école maintenait un rôle de tri social, propice à l’arbitraire culturel et à la violence symbolique. En premier lieu, les observations ethnographiques ainsi que les entretiens semi-directifs ont indiqué qu’au travers des choix curriculaires et de la structuration interne de la discipline, les enseignants pouvaient renforcer, voire aggraver, les inégalités scolaires entre les élèves et avoir un impact sur le bien-être de ces derniers. C’est ce qu’a d’ailleurs corroboré le questionnaire lié à la procédure de Condorcet (comparaison par paires) au sein de laquelle les résultats ont dévoilé que des modalités de pratique parmi les plus utilisées en EPS – la performance et la démonstration – étaient ressenties comme les plus stressantes par les élèves. En second lieu, après avoir identifié à l’aide du questionnaire sociométrique que les regroupements choisis par les élèves en EPS poursuivaient une logique d’endogamie sociologique, nous avons mené plusieurs expérimentations dont certaines ont pris appui sur la théorie des jeux pour observer qu’in vivo, les choix institutionnels étaient vecteurs de stress, mal-être et violence pour certains élèvesIn the second half of the 20th century, work undertaken in the field of curriculum sociology by Anglo-Saxon and after European researchers made it possible to question the legitimacy of curricular knowledge, in particular its socially constructed character. Some studies have shown that there are variations in teaching content depending on the social composition of the school public. In other words, researches have apprehended the unequal effects of curriculum selection by highlighting a hierarchy of knowledge through a hierarchy of students. The aim of this study is to examine the manufacturing processes of inequalities by and in schools as part of physical education (PE) lessons. By drawing on students between 11 and 15 from socially contrasting schools in France and in the French part of Belgium, we tried to show that in PE, school maintained a social sorting role, conducive to cultural arbitrariness and symbolic violence. First, ethnographic observations as well as semi-directive interviews indicated that through curricular choices and the internal structuring of the discipline, teachers could reinforce or even aggravate school inequalities between students and have an impact on their well-being. This was corroborated by the procedure of Condorcet (comparison by pairs survey), which found that some of the most commonly used practice modalities in PE - performance and showing - were perceived as the most stressful by students. Secondly, after having identified with the help of sociometry survey that groups chosen by the students in PE pursued a sociological endogamy logic, we conducted several experiments, some of which used game theory to observe that in vivo, institutional choices were vectors of stress, ill-being and violence for some students
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Odat, Marwan Qasim Mohammad. "An investigation of the big-fish-little-pond effect (BFLPE) on academic self-concept and the social comparison types and standards among boys and girls in single-sex and co-educational schools in Jordan." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11810/.
Full textAbstract:
This is an embedded mixed methods research study aimed at examining the associations of gender and schooling type with the Big Fish Little Pond Effect (BFLPE) in four school subjects: Arabic, English, Science and Math in the context of Jordan. The BFLPE hypothesizes that academic self-concept is positively affected by individual academic ability but negatively affected by the average ability of a class or school. Students’ ability was measured by using an ability test from PISA 2000 (Programme for international student assessment). Students’ academic self-concepts were measured by the academic self-description questionnaire II (ASDQII). The types of social comparison made in the classroom were investigated using semi-structured interviews. The systematic multi-stage cluster sampling was used in selecting 269 tenth grade male and female students from single-sex and co-educational schools in the northern regions in Jordan. 8 male and female students were randomly selected to take part in face-to-face interviews. The results showed that male and female students in single-sex and co-educational schools in Jordan suffered the BFLPE. A student’s own ability has a positive effect on their academic self-concept, but the average ability of a school is evident in having a negative effect on students’ academic self-concept in the four subjects. Gender has no influence on the academic self-concept. The type of school a student attends has a substantial influence on academic self-concept. Students who attend co-educational schools suffered a larger BFLPE than their peers in single-sex schools. The interaction between gender and school type was not significant in any of the four subjects’ self-concept. The findings from the interviews evidenced the downward and upward comparisons. The effect of downward comparisons on academic self-concept was positive; whereas, the effect of upward comparisons on academic self-concept was negative. The findings from the interviews also showed different social comparison standards that students used to establish their academic self-concepts such school grades, the participation in the class, homework, and teachers’ and parents’ comments.
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Taliano, Kimberly A. Readdick Christine Anderson. "Young school-age boys' use of social comparison standards in judging running ability." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-07112005-125234/.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2005.Advisor: Dr. Christine Readdick, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Sept. 19, 2005). Document formatted into pages; contains xi, 190 pages. Includes bibliographical references.
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朱麗勳. "The Study of the Interpersonal Values, Social Comparison and School Satisfaction of Junior High School Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/14373857043590172395.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
93
The main purposes of this study were to explore the relationships among variables of interpersonal values, social comparison and school satisfaction of junior high school students. A total of 761 students completed the instruments included “The Interpersonal Values Scale”, “The Social Comparison Motivation Scale”, “The Social Comparison Orientation Scale”, “The Social Comparison Consequence Scale” and “The School Satisfaction Scale”. The statistical methods included t-test, One-way MANOVA, Pearson Product-moment Correlation and Stepwise Multiple Regression. The conclusions of this study were summarized as follows: 1. There were significant differences in students’ communal values, social comparison and school satisfaction concerning gender. 2. There were no significant differences in students’ interpersonal values and social comparison motivation based on grade level. 3. The downward comparison, contrastive comparison and global school satisfaction were affected significantly by grade level. 4. Significant differences were found in students’ social comparison and school satisfaction based on interpersonal value groups. 5. There were significant correlations between social comparison motivation, social comparison orientation, social comparison consequence and school satisfaction. 6. According to the outcome of stepwise multiple regression analysis, students’ interpersonal values, social comparison motivation and social comparison orientation could significantly predict the social comparison consequence. 7. Based on the result of the stepwise regression analysis, students’ interpersonal values and social comparison were significant predicators for students’ school satisfaction. Finally, some suggestions for parents, teachers, education staffs, and further study were made according to the findings.
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Huang, Chien-Jung, and 黃建榮. "A Qualitative Study on the Primary School Students’ Social and Temporal Comparison." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/04920896919060173000.
Full textAbstract:
碩士國立屏東師範學院
心理輔導教育研究所
91
A Qualitative Study on the Primary School Students’ Social and Temporal Comparison Abstract This research is to explore the primary school students’ orientations for social and temporal comparison, and to discuss its cause and effect. 22 students were interviewed about their tendency in the collection and expression of information, application and comparison of information” and the response to the comparison result. Six comparison orientation types were found. They were named as competitiveness, optimistic-aggressive, easy to forget everything, defensive, compartmenting, and escape-denial type. The optimistic-aggressive type students tended to be driven by self-improvement motivation, collecting performance information about self and others, and making better use of information. On the contrary, the escape-denial type students tended to be not interested in collecting comparison information and tended to avoid making social and temporal comparison in order to avoid bad feeling due to disadvantageous comparison. It is evident that there existed major differences among elementary students. The implications of the findings for educational counseling were discussed. Keywords: Social comparison, temporal comparison, Comparison orientation, Qualitative research, Educational counseling
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Peng, Chiung-Hui, and 彭瓊慧. "A Study of Self-Concept and Social Comparison among Girls in Halfway School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/2nerdp.
Full textAbstract:
碩士國立東華大學
諮商與臨床心理學系
102
The purposes of the study are to explore the relationships between the self-concept and Social Comparison among Girls in Halfway School. The study adopted survey method, “Tennessee Self-Concept Scale(TSCS:2) ”, “The Social Comparison Motivation Scale”and “The Social Comparison Orientation Scale” among Girls in Halfway School were used as the measurements to collect necessary data. The descriptive statistics, T-test, One-way ANOVA and Pearson’s product-moment Correlation were chosen as the statistics.The results are as follows: 1.Girls in Halfway School have positive ideas of self-concept, especially in self-identity. 2.Girls in Halfway School got enough sense of both “self-improvement” in The Social Comparison Motivation and “connnective comparison” in Social Comparison Orientation. 3.Girls in Halfway School of different education level aware of the differences in MOR and ACA. Different time of settlement to their self-concept in PHY, PER, TOT and IDN have differences with social comparison in self-improvement, and upward comparison. There are differences between PER of self-concept and downward comparison of Social Comparison Orientation to those girls who come from various families. Girls of different social roles have differences in their self-concept to ACA with the “self-improvement” of Social Comparison Motivation with the “upward comparison” of Social Comparison Orientation. 4.Self-concept has low-related by comparison with The Social Comparison Motivation for girls in Halfway School; Self-concept has low to moderate positive correlation by comparison with The Social Comparison Orientation for girls in Halfway School; The Social Comparison Motivation has low to moderate positive correlation with The Social Comparison Orientation for girls in Halfway School. According to the results of this study, suggestions for girls in Halfway School, school counselors, education, parents and further studies were proposed.