The Impact of Solution-Focused Brief Therapy with At-Risk Junior High School Students

2005 ◽  
Vol 27 (2) ◽  
pp. 83-90 ◽  
Author(s):  
W. S. Newsome
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Junior High School ◽  
Brief Therapy ◽  
Junior High School Students ◽  
School Students ◽  
Solution Focused Brief Therapy ◽  
Solution Focused ◽  
The Impact

scholarly journals The Impact of Online Learning on the Learning Motivation of Junior High School Students

2021 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Zaitun Zaitun ◽  
M Sofian Hadi ◽  
Pinkan Harjudanti
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
21St Century ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Learning Motivation ◽  
School Students ◽  
The Impact

Online learning is a basic need of education in the 21st century. The benefits of online learning are felt in the continuity of education during the Covid-19 pandemic. This study aims to examine the impact of online learning on the learning motivation of Junior High School students. The results of the research discussion indicate that online learning has advantages, namely 1) as a medium to encourage independent learning; 2) as an effort to modernize the concept of education in the 21st century; 3) increasing the intensity of the interaction between teachers and students; 3) allows for an interaction that is not limited to space and time, and 4) meaningful learning. The impact of online learning on student learning motivation tends to be negative due to the unpreparedness of various parties, including teachers, parents, students, and schools. Early adolescents who need direct guidance, direction, and motivation must lose control due to reduced direct interaction with the teacher. The monotonous implementation of online learning, lack of direction and supervision, pressure for students to study from home, and low teacher innovation are the main causes of decreased learning motivation due to online learning.

scholarly journals Stress Scale in the Context of Online Learning among Junior High School Students (ages 11-17): Development, Validity, and Reliability

2021 ◽  
Author(s):  
Mardocheo Crispino ◽  
Laarni Ann Ledesma ◽  
Reyna Lou Belaro ◽  
Randolf S. Sasota
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Stress Scale ◽  
Stress Levels ◽  
The Impact

<p>The COVID-19 pandemic has prompted an unprecedented shift from face-to-face to online learning. Considering the impact of this transition, the researchers developed a scale measuring the stress levels of 319 junior high school students. Based on the evaluation of experts, the item content validity index (I-CVI) proved the validity of each item. From the original 32, 20 items were retained after conducting exploratory factor analysis (EFA). A new clustering was derived from the results, namely: (1) physical health, (2) task management, (3) valuing, and (4) relating to oneself and others. The final 20-item scale was proven to have internal consistency among items with Cronbach’s alpha of 0.923. The results of measurement invariance (MI) tests indicate that the newly developed four-factor stress scale in the context of online learning measure the same underlying constructs across sex, grade level, and age groups. Consequently, the differences in stress levels among the groups were also determined. </p>

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