scholarly journals Interpretation of Environmental Issues and the Nature of Environmental Moral Sensitivity of Elementary, Middle, and High School Students by Age and Gender

2013 ◽  
Vol null (41) ◽  
pp. 1-32
Author(s):  
권혜선 ◽  
Sun Jin Yun
Keyword(s):  
High School ◽  
High School Students ◽  
Environmental Issues ◽  
Moral Sensitivity ◽  
School Students ◽  
Age And Gender ◽  
And Gender

scholarly journals Age and gender features of the correlation between the emotional evaluation of commercials and the intelligence indicators of high school and university students

2021 ◽  
pp. 41-55
Author(s):  
Kolly-Shamne A.V. ◽  
Tokareva N.M.
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
School Students ◽  
Age And Gender ◽  
Spatial Intelligence ◽  
Emotional Evaluation ◽  
Gender Characteristics ◽  
And Gender ◽  
The Relationship

The article is devoted to the empirical study of one of the dimensions of the problem of the relationship between intelligence and emotional evaluation of personality. Theaimof this article is to investigate the age and gender characteristics of verbal, mathematical, spatial intelligence in adolescence and youths, as well as to establish a correlation with the characteristics of emotional evaluation of commercials by high school and university students of different genders. The study focused on determining the age and gender characteristics of intelligence indices of high school students aged 15–17 (N = 47) and university students aged 19–21 (N = 49); and determining the relationship between the verbal, mathematical, and spatial intelligence of the two samples’ respondents (adolescents and young people, boys and girls), and their emotional evaluation of the commercials. Methods. In order to solve research questions, two approaches are used: R. Amthauer’s “Test of the Structure of Intelligence” and C. Osgood’s semantic differential method. Results.In contrast to high school students,universitystudents have a higherlevel of development of verbal and mathematical intelligence. A higher level of development of verbal intelligence in girls and a higher level of development of spatial intelligence in boys were stated. Significant correlations between the emotional evaluation of commercials and gender and age characteristics of intellectual abilities have been identified. The independent variable “gender” has a higher value than the independent variable “age”, according to the mathematical and spatial intelligence of boys and girls in their advertising evaluation. Music commercials with actors, a storyline, and elements of drama, as well as videos with computer special effects, were found to be the most entertaining to the respondents.Keywords: cognitive abilities, verbal intelligence, mathematical intelligence, spatial intelligence, advertising, semantic differential. Стаття присвячена емпіричному дослідженню одного з вимірів проблеми взаємозв’язку інтелекту та емоційної оцінки особистості. Метою статті є дослідження вікових та ґендерних особливостей вербального, математичного, просторового інтелекту в підлітковому та юнацькому віці, а також встановлення зв’язку з особливостями емоційноїоцінки рекламних роликів учнями та студентами різної статі. Означене зорієнтувало дослідження на такі проблемні напрямки: встановлення вікових та ґендерних особливостей індексів інтелекту учнів старших класів віком 15-17 років (N=47) та студентів закладу вищої освіти віком 19-21 років (N=49); визначення зв’язку вербального, математичного та просторового інтелекту респондентів двох вибірок (підлітки-юнаки, хлопці-дівчата) з емоційною оцінкою ними рекламних відеороликів. Методи. Розв’язування дослідницьких завдань передбачало використання двох методик: “Тесту структури інтелекту” Р.Амтхауера та методики семантичного диференціалу Ч.Осгуда.Р езультати. Встановлено більш високий рівень розвитку вербального та математичного інтелекту у студентів порівняно з учнями старших класів. Констатовано більш високий рівень розвитку вербального інтелекту у дівчат і більш високий рівень розвитку просторового інтелекту у хлопців. Виявлено значущі кореляційні взаємозв’язки емоційної оцінки рекламних роликів з ґендерними та віковими особливостями інтелектуальних здібностей. Значення незалежної змінної “стать” є більш сильним порівняно з незалежною змінною “вік”, що з’ясовано переважно у зв’язку математичного та просторового інтелекту хлопців і дівчат з оцінкою ними реклами. Визначено, що найбільш привабливими для респондентів є музичні рекламні ролики за участі акторів, наявністю сюжетної лінії та елементами драматургії, а також ролики з використанням комп’ютерних спецефектів.Ключовіслова:когнітивні здібності,вербальний інтелект, математичний інтелект, просторовий інтелект, реклама, семантичний диференціал.

scholarly journals Research on the Status of Gratitude Therapy of High School Students in Da Nang City

2021 ◽  
Vol 07 (12) ◽  
Author(s):  
Tran Nguyen Chau Uyen ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Current Situation ◽  
Academic Ability ◽  
School Students ◽  
Age And Gender ◽  
Factors Affecting ◽  
Educational Methods ◽  
The Status ◽  
And Gender

Gratitude is an extremely necessary spiritual element in our lives. Grateful people experience life in a more peaceful, and happy way. The study was conducted on 762 students from two clusters of gifted and non-specialized high schools in Da Nang city to describe the current situation, perception of gratitude and factors affecting the level of gratitude in high school students. Research results show that 79% of students are not grateful. A special thing is that the factors such as academic ability, age, and gender do not completely affect the gratitude level of high school students. Based on the findings, the study proposes a number of measures that partially affect the educational methods of schools and families, as well as directly affect the survey subjects.

scholarly journals Emerging Adulthood: An Intersectional Examination of the Changing Life Course

2019 ◽  
Vol 15 (4) ◽  
pp. 14-33
Author(s):  
Shauna A. Morimoto
Keyword(s):  
High School ◽  
High School Students ◽  
Emerging Adulthood ◽  
Life Course ◽  
School Students ◽  
Identity Exploration ◽  
Race And Gender ◽  
Adult World ◽  
And Gender ◽  
The Life Course

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.

Equity in high school computer science: Beyond access

2021 ◽  
pp. 147821032110630
Author(s):  
Paul Bruno ◽  
Colleen M Lewis
Keyword(s):  
High School ◽  
Native American ◽  
High School Students ◽  
Computer Science ◽  
Female Students ◽  
Racial Groups ◽  
School Students ◽  
Level Data ◽  
And Gender ◽  
K 12

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

BULLYING BEHAVIOUR AMONG HIGH SCHOOL STUDENTS: ANALYSIS OF PREVALENCE AND GENDER DIFFERENCES

2016 ◽  
Author(s):  
Olujide Adekeye ◽  
Amoa Alao ◽  
Olufunke Chenube ◽  
Sussan Adeusi ◽  
Ben Agoha ◽  
...  
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
School Students ◽  
And Gender

Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School

2020 ◽  
pp. 074193252094120
Author(s):  
Anjali J. Forber-Pratt ◽  
Gabriel J. Merrin ◽  
Dorothy L. Espelage
Keyword(s):  
High School ◽  
High School Students ◽  
Sexual Orientation ◽  
Suicidal Ideation ◽  
Peer Victimization ◽  
School Connectedness ◽  
Self Report ◽  
School Students ◽  
Race And Gender ◽  
And Gender

This study explored the intersections of disability, race, sexual orientation, and gender on peer victimization, suicidal ideation, and school connectedness. Participants were 11,353 high school students aged 14 to 18 years ( MD =15.88, SD = 1.20). Of these individuals, 1,640 students self-identified as either having an Individualized Education Program (IEP) or as having a disability. Students completed online self-report measures. Results indicated that having a disability or identifying as lesbian, gay, bisexual, or questioning (LGBQ) was associated with higher odds of suicidal ideation, higher levels of peer victimization, and lower levels of school connectedness across several racial categories. Moderation analyses examined the intersection of various identities. Findings indicate that differences exist among the intersection of disability, race, sexual orientation, and gender identities in relation to the outcomes of interest.

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