Effects of parental attitude and proactive and reactive aggression on cyberbullying and victimization among secondary school students

2021 ◽  
Author(s):  
Emine Z. Özdemir ◽  
Murat Bektaş
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Reactive Aggression ◽  
Parental Attitude ◽  
School Students ◽  
Proactive And Reactive Aggression

scholarly journals Relationship between Parents’ Attitude towards Educational Involvement and Academic Performance of Day Secondary School Students in Samia - Kenya

2014 ◽  
Vol 4 (3) ◽  
pp. 147 ◽  
Author(s):  
Edward Nyongesa Oundo ◽  
Moses W. Poipoi ◽  
Dinah S. Were
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary School Students ◽  
Survey Design ◽  
School Administrators ◽  
Learning Theories ◽  
Parental Attitude ◽  
School Students ◽  
Educational Involvement ◽  
Level Of Significance

The study attempted to establish the relationship between parents’ attitude towards educational involvement and academic performance of day secondary school students in Samia district. The theoretical framework of this study was derived from functionalist and learning theories. Data for this study was collected from primary sources. The research instruments were questionnaires for students and parents, interview schedules for parents and teachers. The study population comprised of 1804 students, 80 parents representatives and 51 teachers. Cross-section survey design was adopted based on a sample drawn from five secondary schools in the study area. Purposive sampling was used to select a sample 18 teachers and 36 parents while stratified random sampling was used in the selection of 180 students. Spearman Brown Prophesy coefficient formula was used to test the internal consistency of all research instruments. Content validity of research instruments was ascertained by thesis supervisors. Reliability coefficients of the research instruments were approximately 0.70 at 0.05 level of significance. Data collected was analyzed using descriptive and inferential statistical analysis. ANOVA was used with the help of SPSS to carry out inferential analysis. Descriptive statistics (frequency counts, means and percentages) were used in analyzing data. The findings of the study show that parental attitude towards education involvement affects academic performance of day secondary school students in Samia district. The study concluded that parental attitude towards educational involvement affects students’ performance. The study recommended that school administrators and policy makers find ways of enhancing parental involvement towards education.Key words:  Academic performance, Attitude, Educational involvement, Parents, Relationship

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

Bullying and minorities in secondary school students in Thrace-Greece.

2018 ◽  
Vol 88 (4) ◽  
pp. 462-470 ◽  
Author(s):  
Aspasia Serdari ◽  
Alexandra Gkouliama ◽  
Gregory Tripsianis ◽  
Hariklia Proios ◽  
Maria Samakouri
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students
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