scholarly journals Do secondary school students make use of effective study strategies when they study on their own?

2019 ◽  
Vol 33 (5) ◽  
pp. 952-957 ◽  
Author(s):  
Kim Josefina Hubertina Dirkx ◽  
Gino Camp ◽  
Liesbeth Kester ◽  
Paul Arthur Kirschner
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Study Strategies ◽  
School Students

scholarly journals Examination of Mathematics Study Strategies of Secondary School Students From the Perspective of Multiple Variables

2020 ◽  
Vol 8 (3) ◽  
pp. 83-92
Author(s):  
Murat Tezer ◽  
◽  
Meryem Gülyaz Cumhur ◽  
Aytan İldırımlı ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Study Strategies ◽  
Survey Method ◽  
Average Score ◽  
School Students ◽  
Medium Level ◽  
Multiple Variables

The academic achievement of students can decrease if they fail to use mathematics study strategies well. This situation may lead to negative opinions and attitudes among students towards mathematics. In this study, it was aimed to examine the mathematics study strategies of students enrolled at secondary schools in terms of academic achievement and multiple variables. Relational survey method, one of the quantitative research methods, was used to obtain the data. The universe of the study consists of a total of 9,072 students in the 6th, 7th and 8th grades of secondary schools under the Secondary Education Office of the Ministry of National Education and Culture of Northern Cyprus during the 2019-2020 academic year. In the study, the simple random sampling method was used to include 1,012 students. In order to collect the research data, the mathematics study strategies of secondary school students were used; on the other hand, mathematics grades were employed to assess their academic achievement. As a result of the research, when the mathematics study strategies of secondary school students are examined, it is seen that their mathematics study strategies are at the medium level. In this study, a comparison of mathematics study strategies in terms of gender showed that the average score of female students for mathematics study strategies was higher compared to the males. It was also seen that students’ mathematics study strategy scores were similar regardless of whether they were attending extra-school study centres or preparatory schools, and students’ mathematics study strategies scores were similar regardless of whether they received private tutoring. Regardless of the grade levels of the students, we can also claim that their mathematics study strategies are at the medium level. Generally, it has been observed that secondary school students with high academic achievement use their mathematics study skills better than students with low academic achievement.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Gender and Age Changes in Math Mindset in Urban Sample of Elementary and Secondary School Students

2019 ◽  
Author(s):  
Beijia Tan ◽  
Jenee Love ◽  
Leigh Harrell-Williams ◽  
Christian E. Mueller ◽  
Martin H. Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Age Changes ◽  
School Students ◽  
Gender And Age ◽  
Urban Sample
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