scholarly journals Social Competence of Secondary Schools Adolescents

Pedagogika ◽  
2013 ◽  
Vol 112 (4) ◽  
pp. 65-70
Author(s):  
Šarūnas Šniras
Keyword(s):  
Social Competence ◽  
Secondary Schools ◽  
Adolescent Boys ◽  
Reliable Difference ◽  
Self Confidence ◽  
General Trust

Indicator of social competence of secondary schools adolescent boys and girls aged 15–16 is analyzed in the article. The aim of the investigation is to reveal the level of the indicators of social competence of adolescents aged 15–16 according to their sex. Social competence of secondary schools adolescents aged 15–16 is the object study. 371 adolescents (192 girls and 179 boys) aged 15–16 from secondary schools participated in the study. The results of the research that evaluation of boys and girls from secondary schools according to some level of indicators is different. While comparing distribution of different groups of boys and girls according to the level of indicator of social competence statistically reliable difference was revealed: according to general trust (χ²(2) = 8.76; p < 0.05), resistance to failure and criticism (χ²(2) = 7.57; p < 0.05), ability to express feelings (χ²(2) = 6.84; p < 0.05), ability to ash for help (χ²(2) = 9.08; p < 0.05). The results showed that adolescents boys of secondary schools have a higher level of indicators of general self-confidence (p <0.05), resistance to failure and criticism (p < 0.05) than girls. It was revealed that girls and disposed to express then feelings (p < 0.05) and are able to ask for help more often (p < 0.05) than boys. However evaluation of secondary schools boys and girls statistically reliably was not different according to such indicators of social competence as uncompromise (p > 0.05), ability to demand (p >0.05), not to feel guilty (p > 0.05).

scholarly journals Body Image, Confidence, And Media Influence: A Study Of Middle School Adolescents

2012 ◽  
Vol 29 (1) ◽  
pp. 45 ◽  
Author(s):  
Rachel Granatino ◽  
Diana L. Haytko
Keyword(s):  
Middle School ◽  
Body Image ◽  
Media Influence ◽  
Adolescent Boys ◽  
Negative Effects ◽  
Hispanic Females ◽  
Black Females ◽  
Self Confidence ◽  
The Ideal

For years, we have all been aware of the medias portrayal of the ideal female as unreasonably thin. In recent years, portrayals of males as both thin and muscular have also appeared. While a myriad of research has shown that these images have negative effects on womens body image and self-confidence, few studies have examined what these images do to younger consumers, both female and male. This study examines these issues and also looks at the differences in influence by race. The results show that Hispanic females are the most likely to be influenced, followed by White females. Black females reported no influence. With respect to adolescent boys, only a few reported any influence at all.

Fostering social competence in translation studies

Babel ◽  
2011 ◽  
Vol 57 (3) ◽  
pp. 269-282 ◽  
Author(s):  
Zita Krajcso
Keyword(s):  
Social Competence ◽  
Information Age ◽  
Oral Communication ◽  
Translation Studies ◽  
University Of Vienna ◽  
The Past ◽  
Self Confidence ◽  
Significant Movement ◽  
German Speaking ◽  
Training Programmes

Social competence for translators? Is social competence not a privilege for students of medicine, pedagogy and economics? Is translation not a course of studies preferred by students who are shy and introverted? By students lacking self-confidence? Hiding themselves as translators behind the computer, isolated from the outside world? Obviously this image of the translation profession belongs to the past, before the information age. Globalization and worldwide competition influence the language mediation market, which is programmed for perpetual change. But, to what extent are translation education programmes ready to meet the ongoing, changing needs of the market, which call for able and well-qualified translators?<p>Indeed, if translation education wants to succeed, it should keep up with the current market and equip students not only with strong skills but also with social competence to meet the needs of society. But can social competence be taught? And which methods are appropriate in translation studies to convey it? These questions will be discussed in this paper.<p>While social competence is now commonly employed in the fields of economy and pedagogy, there has not yet been any significant movement to introduce this approach in the area of translation training programmes. I will present some recommendations based on the results of an empirical study. As the study was carried out in the course “oral communication” at the Centre for Translation Studies, University of Vienna, the attention is focused on the German-speaking environment, especially on the Austrian context.<p>

scholarly journals Assessing a relation between anxiety at school and morbidity among middle and high school children

2020 ◽  
Vol 99 (8) ◽  
pp. 829-833
Author(s):  
Anastasiya O. Barg ◽  
Olga A. Kobjakova ◽  
Natalya A. Lebedeva-Nesevrja
Keyword(s):  
Secondary Schools ◽  
Energy Deficiency ◽  
Self Confidence ◽  
Protein Energy ◽  
Nutrition Behavior ◽  
Disease Occurrence ◽  
Wide Range ◽  
Anxiety Levels ◽  
Spearman’S Correlation ◽  
Complex Activities

Introduction. International research works have revealed that Russian children and teenagers tend to have one of the highest anxiety levels in the world. Anxiety at school can be a risk factor causing certain diseases.Purpose. To assess the relation between anxiety at school and morbidity among boys attending 5-11 grades at secondary schools in the Perm region.Material and methods. We conducted our research in spring 2019 in two secondary schools in the Perm region (in Perm and Kungur). Anxiety at school was estimated with F. Taylor questionnaire modified by N.M. Peisakhov (there were 30 statements in it that characterized various anxiety parameters; children filled it themselves). Morbidity was assessed by analyzing children’s medical profiles kept at schools (0.26/u-2000 form) and clinical examinations performed by medical experts. To establish a relation between certain anxiety parameters and morbidity, we applied non-parametric Spearman’s correlation test. To assess the risks of diseases for children with different anxiety levels, we applied the odds ratio (OR).Results and discussion. We revealed the greatest number of relations between anxiety and endocrine diseases, nutritional disorders, and metabolic disorders. Children who were anxious about controlling their knowledge were nervous, stress-filled, and had no self-confidence, authentically more frequently suffered from overweight, obesity, and protein-energy deficiency as well. This relation can be mediated with emotion-induced nutrition behavior which is especially typical for teenagers. Children who were anxious about controlling their knowledge and had no self-confidence (assessed as per three parameters) ran higher risks of functional dyspepsia than those who didn’t have anxiety. The same relations were detected regarding disorders in the immune mechanism and nervous system diseases. These relations can be explained by looking into psychosomatic mechanisms of disease occurrence. Established relations between anxiety and diseases of the eyes, respiratory organs, and musculoskeletal system more likely indicate that children and teenagers with somatic pathologies run higher risks of anxiety at school.Conclusion. It is necessary to perform complex activities aimed at reducing anxiety at school among schoolchildren attending secondary schools; their activities should involve the participation of medical experts with a wide range of specialties as well as parents.

Tracking Students by “Ability” or Study Orientation in England, Finland, and France

2021 ◽  
Author(s):  
Anna Mazenod
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Inequalities ◽  
School Education ◽  
Student Experiences ◽  
Curriculum Differentiation ◽  
Secondary School Education ◽  
Self Confidence ◽  
Educational Establishment ◽  
Vocational Studies

The way in which students are grouped or tracked for their learning in secondary school education (ages 11–18) can significantly impact on student experiences of learning and their self-confidence and trajectories as learners. Different tracking practices include tracking by attainment (e.g., different classes for low, middle and high attaining students), tracking by type of educational establishment (e.g., vocational vs. academic high schools), and tracking by curriculum differentiation (e.g., curricula oriented toward academic or vocational studies). There are considerable differences in the conceptualization and the organization of secondary school education in England, Finland, and France, yet tracking practices have been identified in each of these three European countries. Tracking by attainment practices is prevalent in English secondary schools, and there is also evidence of tracks emerging through, for example, choice of optional subjects or languages in Finnish and French schools. Tracking by educational establishment often operates in conjunction with tracking by curriculum differentiation as students in these three countries tend to be oriented toward either general academic or (pre-)vocational subjects for their upper secondary studies. Student movement between different tracks remains marginal. Movement between attainment tracks is often constrained by school organizational practices such as timetabling and pedagogic and curricular differentiation, which makes it challenging, for example, for students to move to a higher track. Research on tracking is of universal interest because of its prevalence and the mounting evidence of the inequity of tracking practices that raises important questions about the purpose of education and the role of secondary schools in potentially exacerbating social inequalities.

scholarly journals How to Help the Iranian Students of First Grade of Secondary Schools with their Problems of English as a Foreign Language

2017 ◽  
Vol 78 ◽  
pp. 10-17
Author(s):  
Elham Ghaderi Doust
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
English Education ◽  
Language Education ◽  
First Grade ◽  
Native English Speakers ◽  
Foreign Language Education ◽  
Self Confidence ◽  
Instructional Content ◽  
Iranian Students

Apparently, English is globally used as the most fundamental communication medium. Regarding the objectives of Foreign Language Education in Iran Curriculum, an Iranian educated must be capable of expressing his opinions and viewpoints as well as accurately utilizing the foreign sources and satisfying his demands. Also, he must understand English speeches produced by native English speakers. With perspectives on these objectives, experts involved in English Education sphere design and write Educational English books and teachers have been instructing these books for ages. Indeed we must raise this question: Why Iranian students are such evasive learners and why does almost nobody acquire English in an applicable way in Iranian schools? It is evident that most students of first grade of secondary schools are confronted with certain problems following as:Many students are slightly familiar with English.They often recognize English as a difficult subject to study.Also, they believe that they will not achieve a genuine progress in English.Many students show a lack of self-confidence and inferiority complex.Comparing themselves with the students in the upper grades, they feel that they cannot master English.So, certain efforts must be channeled into resolving these problems, in particular, the ways the students deal with their English books are to be changed and so are the methodologies in teaching. These may become perfectly practicable by utilizing instructional aides, preserving the students' fondness for their English courses, and organizing the instructional content from the simple to complex, as well as discussing with experts, parents, educational managers, and students. The objectives of this study are to shift students' perspectives upon English and support them through their learning English; consequently they will progress satisfactorily at present and in the future.

scholarly journals Lived Experiences of Adolescent Boys with Conduct Disorder in Manzini Secondary Schools, Kingdom of Eswatini

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Hlatshwako Thuleleni Mary ◽  
◽  
Davison Makondo ◽  
Sithulisiwe Bhebhe ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Conduct Disorder ◽  
Lived Experiences ◽  
Adolescent Boys

Role of Co-curricular activities creating qualities of leadership among Secondary Schools Students in Ex FATA

2020 ◽  
pp. 81-93
Author(s):  
Muhammad Ashfaq ◽  
Adeel Ahmed Khan ◽  
Nasir Ahmed Khaskheli
Keyword(s):  
Secondary Schools ◽  
School Students ◽  
Positive Role ◽  
Sport Team ◽  
Self Confidence ◽  
Frontier Region ◽  
Leadership Experience ◽  
Or Organization ◽  
Tribal Areas

The study was designed to evaluate the role of co-curricular activities (CCA) creating qualities of leadership among   secondary schools students in F.R Kohat (Sub Division Dara) ex Federally Administrative Tribal Areas (FATA). The function of this study was to discover the leadership ability in students   consider they learned through sports and  co-curricular activities and  to validate how those skill are used in the institute  to resolve whether those skills enhance the leadership experience of students. The results of this study provide information which can assist learner dealings partakers who are looking for conduct to help learner make the correlation linking the co-curricular and curricular leadership experience.  A sample size of 200 subjects was chosen from 10 high schools in the Frontier Region Kohat   on the root of opportunity sampling method. A questionnaire of five points Likert Scale after in quest of due authorization from Principals and Head Masters was used to reach to the in detail of the observable fact. Numerical techniques Mean, Percentage and Standard Deviation were run to examine the composed data. The investigator analyzes the connection between co-curricular involvement and its positive role creating qualities of leadership among secondary school students.  Research also reveals that CCA create self confidence among students and makes students more popular. Culmination from this study endow with confirmation of the worth of co-curricular leadership training and its contact on curricular experience. Finally it was concluded that many students who were engaged in sports and co-curricular activities also reported being engaged in leadership positions within their team, club, or organization serving in lead roles such as, captain of a sport team. It was also came in knowledge that those students who participated in these activities are bold and they are ready to face any type of challenge in future. It is further added that current prime minister of Pakistan Imran Khan was a sportsman and also leaded Pakistan’s cricket team and won world cricket cup in 1992.

Sign in / Sign up

Export Citation Format

Share Document