What makes them happy and curious online? An empirical study on high school students’ Internet use from a self-determination theory perspective

2011 ◽  
Vol 56 (2) ◽  
pp. 346-356 ◽  
Author(s):  
Ling Zhao ◽  
Yaobin Lu ◽  
Bin Wang ◽  
Wayne Huang
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Study ◽  
Internet Use ◽  
Self Determination Theory ◽  
Self Determination ◽  
School Students

scholarly journals PROFESSIONAL SELF-DETERMINATION OF HIGH SCHOOL STUDENTS WITH DIFFERENT DEGREES OF REFLEXIVITY

2021 ◽  
pp. 13-26
Author(s):  
Сергей Иванович Кудинов ◽  
Станислав Сергеевич Кудинов ◽  
Владислав Сергеевич Кудинов ◽  
Александра Андреевна Достатняя
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Study ◽  
Self Determination ◽  
Professional Activity ◽  
School Students ◽  
Differential Type ◽  
Professional Self ◽  
Psychological Features

Анализируется рефлексивность как основа самопознания и понимания себя субъектом в будущей профессиональной деятельности. Проанализированы психологические особенности профессионального становления личности в юношеском возрасте, рассмотрена специфика проявления рефлективности, выделены уровни ее развития и определена роль в профессиональном самоопределении старшеклассников. Эмпирическое исследование проведено на выборке 244 учащихся (136 девушек и 108 юношей, средний возраст - 16 лет). В исследовании были использованы: тест на выявление профессионального типа личности Дж. Холанда в модификации (Г.В. Резапкиной); методика «Мотивы выбора профессии» Г. Овчаровой; методика определения уровней развития рефлексивности А. Карпова; методика «Дифференциальный тип рефлексии» Д.А. Леонтьева и эссе на тему «Роль прошлого, настоящего и будущего в моей жизни». По результатам пилотажного этапа исследования выделены три группы респондентов с разными показателями рефлексивности. Количественный и качественный анализ показателей рефлексивности и профессионального самоопределения старшеклассников позволил установить специфическое соотношение указанных характеристик. Результаты исследования могут стать основой для развития рефлексивности старшеклассников и для создания программ актуализации их профессионального самоопределения. The analyzes reflexivity as the basis of self-knowledge and understanding of oneself as a subject in future professional activity. The psychological features of the professional formation of a personality in the youth age were analyzed, the specifics of the manifestation of reflexivity were considered, the levels of its development were singled out and the role in the professional self-determination of high school students was defined. An empirical study was carried out on a sample of 244 students (136 girls and 108 boys, average age - 16 years). In the empirical study, the following were used: the test to identify the professional type of personality of J. Holand in a modification (G.V. Rezapkina); the method «Motives for Choosing a Profession» by G. Ovcharova; Karpov's method to determine the levels of development of reflexivity; the technique «Differential Type of Reflexion» by D.A. Leontiev and the essay «The Role of the Past, Present, and Future in My Life». In the course of the empirical study, three groups of respondents with different indicators of reflexivity were identified. The quantitative and qualitative analysis of the indexes of reflexivity and professional self-determination of high school students allowed us to establish a specific correlation of these characteristics. The results of the research can become the basis both for the development of the reflexivity of high school students and for the creation of programs to actualize their professional self-determination.

Motivational Analysis of Academic Help-Seeking: Self-Determination in Adolescents' Freindship

2007 ◽  
Vol 100 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Ryo Okada
Keyword(s):  
High School ◽  
High School Students ◽  
Help Seeking ◽  
Self Determination Theory ◽  
Self Determination ◽  
Academic Learning ◽  
School Students ◽  
Academic Help Seeking ◽  
Academic Help

The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students ( N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.

Being noticed for the way you are: Social inclusion and high school students with vision impairment

2018 ◽  
Vol 36 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Glenda M Jessup ◽  
Anita C Bundy ◽  
Nicola Hancock ◽  
Alex Broom
Keyword(s):  
High School ◽  
High School Students ◽  
Social Inclusion ◽  
Self Determination Theory ◽  
Negative Influence ◽  
Vision Impairment ◽  
Self Determination ◽  
School Students ◽  
The Social ◽  
Psychological Sense

This study explored the social inclusion in high school of Australian students with vision impairment (VI). We sought to understand how students described school social inclusion, whether they felt included and what influenced these perceptions. As part of a larger mixed methods study, 12 students with VI, who had previously answered the Psychological Sense of School Membership (PSSM) questionnaire, were interviewed about the social aspects of school. These interviews were analysed thematically. Participants described social inclusion as about being noticed and not overlooked by others. While two-thirds of participants reported satisfactory social relationships in high school, one-third, including all those with additional disabilities, reported being teased or rejected by their school peers. Five themes encompassed the varying influences on school social inclusion. These were: (a) putting myself forward; (b) knowing me; (c) having control; (d) having a place to shine; and finally a negative influence (e) peer exclusion and rejection. These themes largely parallel those of competence, autonomy, and relatedness found in self-determination theory. This suggests that staff can enhance the social inclusion of students with VI by facilitating these students’ self-determination. In practice, this would require school staff to focus on enabling students with VI to explore and build on strengths, fully access the curriculum alongside their peers, and have time and opportunity to develop friendships with these peers.

scholarly journals Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 198
Author(s):  
Shahrbanoo Joulide ◽  
Akram Faravani ◽  
Ali Akbar Boori
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Achievement ◽  
Classroom Environment ◽  
Financial Management ◽  
Classroom Climate ◽  
Reading Ability ◽  
Self Determination ◽  
Achievement Scores ◽  
School Students

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 

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