scholarly journals The relationship between exam anxiety levels of senior high school students and sleep quality

2018 ◽  
Author(s):  
Selmin Köse
Keyword(s):  
High School ◽  
High School Students ◽  
Sleep Quality ◽  
Senior High School ◽  
School Students ◽  
Anxiety Levels ◽  
Exam Anxiety ◽  
The Relationship ◽  
Senior High School Students

Senior High School Students’ Anxiety and Performance in Learning English

2021 ◽  
Vol 8 (4) ◽  
pp. 605-612
Author(s):  
Saima Sansaluna ◽  
Lydia Bawa ◽  
Amour Camua ◽  
Leonel Untong
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Survey Method ◽  
School Students ◽  
Anxiety Levels ◽  
And Performance ◽  
Meaning System ◽  
Senior High School Students ◽  
Learning English

This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.  

Homework, Stress, and Mood Disturbance in Senior High School Students

2002 ◽  
Vol 91 (1) ◽  
pp. 193-198 ◽  
Author(s):  
Nadya M. Kouzma ◽  
Gerard A. Kennedy
Keyword(s):  
High School ◽  
High School Students ◽  
Female Students ◽  
Senior High School ◽  
Mood Disturbance ◽  
Male Students ◽  
School Students ◽  
Stress Scale ◽  
The Relationship ◽  
Senior High School Students

This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.

scholarly journals EMOTIONAL INTELLIGENCE AND SELF-DISCIPLINE IN SENIOR HIGH SCHOOL

2020 ◽  
Vol 8 (1) ◽  
pp. 69-77
Author(s):  
Jerald C. Moneva ◽  
Bandino P. Gatan
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Chi Square ◽  
Personal Profile ◽  
The Relationship ◽  
Independent Individual ◽  
Senior High School Students

This study examined the relationship between emotional intelligence and self- discipline in schools. Emotional Intelligence and Self-discipline are important factors in influencing the students to achieve academically. Emotional Intelligence is the ability to understand, use and manage their own emotion while self-discipline is a practice, a habit, a skills to understand the important factors in life of every individuals. This study is a descriptive correlation that described the two variables, if they had a connection. However, the results were determined if the two variables have a relationship that will affect the students discipline and their emotional intelligence.  A students’ questionnaire was constructed to obtain data on the students’ emotional intelligence and self- discipline. Chi- square was used to establish whether differences in emotional intelligence between self-discipline and it will serve as the basis to identify the level 0f both emotional and self-discipline. The purpose of sampling was done targeting to all the senior high school students. With a target of 245 students who are qualified to answer the questionnaire that I was provided. Emotional Intelligence and Self-discipline is a way that make the students to be aware about the factors in achieving their goals that make the students to be an independent individual. It makes as the basis to manage their own emotions. The data collected using questionnaire was cleaned, encoded, analyze and then interpreted for processing of result. The student’s level were compared and analysis made on which discussion was based. The average weighted mean will be used to determine the assessment of the respondents with regards to their personal profile.

Relation between Piaget's Cognitive Stages and Temporal Extension

1980 ◽  
Vol 47 (1) ◽  
pp. 291-294 ◽  
Author(s):  
Denis Nissim-Sabat
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Development ◽  
Senior High School ◽  
Life Space ◽  
School Students ◽  
Space Extension ◽  
Concrete Operational ◽  
The Relationship ◽  
Senior High School Students

This study examined the relationship between cognitive development, as assessed by Piagetian tasks, and temporal extension as assessed by the Lines Test. It was hypothesized that concrete operational subjects, relative to formal operational subjects, would be more present oriented and have a longer life space extension. Furthermore, it was hypothesized that formal operational subjects, relative to concrete operational subjects, would be more future-oriented. Two Piagetian tasks and a Lines Test were administered to 65 senior high school students. Significant differences existed between the 23 concrete, 22 transitional, and 20 formal subjects on the measures of present and future temporal extension, but none on the life-space measure.

scholarly journals Stress and Students Mindset

2020 ◽  
Vol 8 (1) ◽  
pp. 117
Author(s):  
Jerald C. Moneva ◽  
Ana Marie Inting ◽  
Eugenia M. Solon
Keyword(s):  
High School ◽  
High School Students ◽  
Stress Level ◽  
Growth Mindset ◽  
Senior High School ◽  
School Students ◽  
Relationship Of ◽  
The Relationship ◽  
Senior High School Students

The purposes of the study were to investigate; firstly, the type of mindset did the students have either fixed or growth mindset; secondly, to examine the level of stress in relation to their academics; and thirdly, to know the relationship of mindset and students stress level. The data collected for this study has been gathered from all Senior High School students with a sample (n=245). The study used checklist-questionnaire composed of thirty five questions in examining students’ mindset, level of stress and its relationship. Results indicates that mindset of students doesn't have any relation to stress. Moreover, it has been found that most of the Senior High School students have growth mindset but neither of the two mindsets has to do with stress.

scholarly journals Bipolar disorder increases the risk of poor sleep quality among senior high school students

2020 ◽  
Vol 39 (2) ◽  
pp. 128
Author(s):  
Surilena Hasan ◽  
Christopher Yovan Junardi
Keyword(s):  
High School ◽  
Bipolar Disorder ◽  
High School Students ◽  
Sleep Quality ◽  
Senior High School ◽  
Poor Sleep ◽  
Type I ◽  
Poor Sleep Quality ◽  
School Students ◽  
Senior High School Students

Background<br />Patients with bipolar disorder commonly experience sleeping problems. On the other hand, sleep disturbances have been suggested as one of the symptoms that indicate the development of bipolar disorder. Considering the detrimental effect of bipolar disorder, especially in young people, this study aimed to determine the relationship between sleep quality and risk of bipolar disorder in senior high school students. <br /><br />Methods<br />A cross-sectional study was conducted involving 725 senior high school students. The instruments used were a demographic questionnaire, Young Mania Rating Scale (YMRS), MINI International Neuropsychiatric Interview (MINI ICD-10), Hypomania/Mania Symptom Checklist (HCL-32), and Pittsburgh Sleep Quality Index (PSQI). Univariate and bivariate (simple logistic regression) analyses were performed to evaluate the relation between sleep quality and the risk of bipolar disorder.<br /><br />Results<br />Around 28% of subjects were at risk of bipolar disorder, of which 96.6% were prone to type I, and the rest were type II. Most of the participants with bipolar disorder (64%) had poor sleep quality. The percentage of participants with type I bipolar disorder that had poor sleep quality was higher than that of type II (65.3% and 28.6%, respectively). There was a significant relationship between bipolar disorder and sleep quality (OR = 2.2; 95% CI=1.581-3.087; p=0.000). <br /><br />Conclusions<br />Our study demonstrated that in senior high school students, bipolar disorder increased the risk of poor sleep quality. Assessment of sleep disturbances routinely in psychiatric interviews may improve sleep quality. <br /><br />Keywords: Bipolar disorder, sleep quality, senior high school student

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