scholarly journals The Role of Parenting Style to the Feeling of Adequately Heard and Subjective Well-Being in Perpetrators and Bullying Victims

2021 ◽  
Vol 48 (1) ◽  
pp. 96
Author(s):  
Ihsana Sabriani Borualogo
Keyword(s):  
High School Students ◽  
Parenting Styles ◽  
Junior High School ◽  
Descriptive Analysis ◽  
Well Being ◽  
Measure Data ◽  
Subjective Well Being ◽  
Significant Positive Effect ◽  
School Students ◽  
Positive Effect

This study aimed to explain the contribution of parenting styles on children’s perception of being adequately heard by parents and their subjective well-being across three bullying groups (perpetrators, victims, and uninvolved). Participants (N = 1,294; 54.8% girls; 45.2% boys) were elementary school (47.3%) and junior high school students (52.7%) in Bandung City. Parenting styles were measured using Egna Minnen Beträffande Uppfostran for Children. Subjective well-being was measured using the Children's Worlds Subjective Well-Being Scale. Being adequately heard by parents was measured using the Children's Worlds measure. Data were analysed using linear regression and descriptive analysis. Parenting styles contributed significantly to children’s perception of being heard by parents and their subjective well-being. Parenting styles contributed differently across the three groups and genders. The uninvolved perceived that their parents were warm. The perpetrators perceived their parents as rejective. The victims perceived their parents as overprotective. The perpetrators displayed the lowest SWB score, while the uninvolved displayed the highest SWB score. Warm mothers showed a significant positive effect on children’s SWB and perception that they were adequately heard. Overprotective fathers showed a significant positive effect on children’s SWB because father was perceived as the family's head who protects their children. It is suggested that parents should practice warm rearing to prevent children’s involvement in bullying

Adolescents’ perceptions of school climate: Exploring its protective role in times of economic recession

2018 ◽  
Vol 39 (6) ◽  
pp. 606-624 ◽  
Author(s):  
Chryse Hatzichristou ◽  
Vasiliki Stasinou ◽  
Aikaterini Lampropoulou ◽  
Panayiotis Lianos
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Protective Factor ◽  
Junior High ◽  
Economic Recession ◽  
Well Being ◽  
Protective Role ◽  
Subjective Well Being ◽  
School Students

The aim of the study is to explore the way Greek junior high school students perceive school climate as a protective factor against the adversities due to the ongoing economic recession. The randomly selected sample consisted of 746 students from junior high schools (Gymnasia) in the broader area of Athens. The California School Climate Survey (2009), the Questionnaire of Subjective Well-Being/Youth Form (Grob et al., 1991) and the Economic Crisis Difficulties Questionnaire ( LSP, 2011 ) were used for data collection. The findings indicated the existence of statistically significant relations between the effects of economic recession, subjective well-being and school climate. School climate moderated the interaction between economic recession and students’ subjective well-being. Results provide a better understanding of adolescents’ needs during unsettling times contributing to the development of effective evidence-based intervention programs in school communities.

The Influence of Refinement on Female Junior High School Students’ Volleyball Practice Success and Achievement

1995 ◽  
Vol 15 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Tracy L. Pellett ◽  
Joyce M. Harrison
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Daily Practice ◽  
Junior High School Students ◽  
Eighth Grade ◽  
Significant Positive Effect ◽  
School Students ◽  
Eighth Grade Students ◽  
Positive Effect

The purpose of this study was to determine the influence of refinement tasks on female seventh- and eighth-grade students’ (N = 200) daily practice success (average daily correct and total trials, and daily correct/total [C/T] ratios) and overall achievement (students’ pretest to posttest improvement) for an introductory 11-day volleyball unit. Six intact classes were randomly assigned to three groups: (a) control, (b) group receiving refinement tasks during skills progressions (extension, refinement, and application [E/R/A] group), (c) group receiving no refinement tasks during skills progressions (extension and application [E/A] group). From the analysis of the data, it was concluded that refinement tasks did have a significant positive effect on students’ daily practice success (daily C/T ratio) and overall achievement.

scholarly journals SUBJECTIVE WELL-BEING PADA REMAJA DARI KELUARGA BROKEN HOME

2016 ◽  
Vol 17 (2) ◽  
pp. 161
Author(s):  
Yuli Astuti ◽  
Nisa Rachmah Nuw Anganthi
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Quantitative Research ◽  
Data Gathering ◽  
Well Being ◽  
Subjective Well Being ◽  
School Students ◽  
Factors Influencing ◽  
The Family ◽  
Broken Home

This research aims to describe the factors influencing teenagers’ subjective wellbeing and the subjective well-being condition in broken home teenagers. This is a quantitative research with a phenomenology approach. The subjects are three junior high school students in the district of Wonogiri who has the following characteristics: (1) teenagers from broken home families and (2) 12 – 16 years old of ages. The data gathering methods include interview and observations. The data analyses procedurescovers open coding, axical coding and selective coding. The results show that the factors influencing subjective well-being in teenagers includes social support, parental guidance, gender, finance, and coping strategy. The subjective well-beingin Vn ad DN are better than informan An. It occurs in life satisfaction asspect and apparently showed in some facts, such as graduating elementary school with good grades and getting a bicycle as a present. Some acts that can bring positive effect covers vacation with the family, helping the family, sports championships and getting good grades at school. The acts that can bring negative effect include feeling guilty, do not have pocket money, negative thoughts toward father and the neighbours, thinking off father, getting bad grades, family loss, mother who always gets angry,and jealousy towards friends.

scholarly journals Indonesian EFL students’ voice on the first language usage in classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 78-86
Author(s):  
Binti Muifatun Nazilah ◽  
Peptia Asrining Tyas ◽  
Wiwik Umiyati
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Junior High School ◽  
Survey Design ◽  
First Language ◽  
Well Being ◽  
School Students ◽  
Efl Students ◽  
Students Attitudes

The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian langauge during the EFL lesson.   DOI: 10.26905/enjourme.v6i2.6701

scholarly journals Los juegos motores como recurso pedagógico para favorecer la afectividad desde la educación física (Traditional games: a pedagogical tool to foster affectivity in physical education)

Retos ◽  
2020 ◽  
pp. 166-172
Author(s):  
Verónica Muñoz-Arroyave ◽  
Pere Lavega-Burgués ◽  
Antoni Costes ◽  
Sabrine Damian ◽  
Jorge Serna
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Positive Emotions ◽  
Well Being ◽  
Physical Education Teachers ◽  
Emotional Intensity ◽  
Subjective Well Being ◽  
School Students ◽  
Predictive Capacity ◽  
Pedagogical Tools

En el contexto educativo, educar competencias emocionales origina unas consecuencias muy positivas en el rendimiento académico y el bienestar subjetivo del alumnado, especialmente si se trabaja desde edades tempranas. La asignatura de educación física dispone de un gran repertorio de recursos pedagógicos para promover una educación física integral, destacando entre ellos el juego motor. El objetivo de este estudio fue desvelar la fuerza predictiva de dos variables asociadas al juego (dominio de acción motriz: juegos psicomotores, de cooperación, de oposición y de cooperación-oposición y competición: presencia o ausencia) sobre la intensidad emocional de los alumnos. Participaron en total 91 estudiantes de educación secundaria de Cataluña con edades entre los 12 y 14 años. Se realizaron ocho sesiones de intervención (un tipo de juego por sesión). Tras la práctica de los juegos, los participantes valoraron su experiencia emocional de 1 a 10 respondiendo el cuestionario validado GES. Para el análisis de los datos se aplicaron dos técnicas estadísticas diferentes pero complementarias: ecuaciones de estimación generalizadas y árboles de clasificación. Entre los principales hallazgos se destaca que: a) a través del juego motor se puede potenciar el desarrollo de las competencias motrices y socio-emocionales; b) El profesor de educación física debería saber que la variable competición asociada al tipo de relaciones en el juego influye en la experiencia de emociones positivas. c) El juego es una fuente de vivencias emocionales positivas, especialmente los juegos cooperativos sin competición. Abstract. In the educational context, forming emotional competences leads to very positive consequences in  academic performance and subjective well-being of the students, especially if it is worked from early ages. Physical education has a large repertoire of pedagogical tools to promote an integral physical education, motor games standing out among them. The aim of this study was to investigate the predictive capacity of two characteristics of a game (motor action domain: psychomotor, cooperation, opposition and cooperation-opposition; and competition games: presence or absence) on emotional intensity. A total of 91 high school students from Catalonia participated. Eight 60-minute intervention sessions were conducted with games of the same type in each session. Emotional intensity was assessed at the end of the session using the GES questionnaire. For the data analysis, two statistical techniques were applied: generalized estimation equations and classification trees. The main findings indicated that: a) through motor games, the development of motor and socio-emotional competences can be enhanced; b) Physical education teachers should be aware that the interaction between competition and type of relationships during a game has an influence on experiencing positive emotions; c) games are a source of positive emotional experiences, especially the cooperative, non-competitive ones.

scholarly journals Kompetensi Sosial Remaja Berdasarkan Status Pekerjaan dan Pola Pengasuhan Ibu

2020 ◽  
Vol 11 (1) ◽  
pp. 47
Author(s):  
Sekar Tristi Apriza ◽  
Edilburga Wulan Saptandari
Keyword(s):  
High School Students ◽  
Social Competence ◽  
Parenting Styles ◽  
Junior High School ◽  
Study Data ◽  
Work Status ◽  
School Students ◽  
Significant Difference ◽  
Working Status ◽  
The Difference

This study was aimed to determine the difference of adolescents’ social competence based on their mothers’ working and non-working status and parenting styles. The interaction between mothers’ work status and their parenting styles in determining adolescents’ social competence was also tested. A total number of 292 Junior High School students whose ages ranged from 11 to15 years old were involved in this study. Data were collected using online questionnaires of social Competence and parenting styles and were analyzed using two-way ANOVA. The results reveal no difference in social competence between adolescents whose mothers are working and those whose mothers are not working. However, a significant difference of the adolescents’ social competence was found when it is based on mothers’ parenting styles. The result also shows no interaction between mothers’ working status and their parenting styles.Keywords: Social competence, adolescents, work status, parenting style, mother Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan kompetensi sosial pada remaja dengan ibu bekerja dan tidak bekerja dan perbedaan kompetensi sosial pada remaja ditinjau dari pola asuh ibu. Selain itu, penelitian ini juga bertujuan untuk mengetahui interaksi antara status pekerjaan ibu dengan pola asuh ibu dalam menentukan kompetensi sosial. Partisipan penelitian adalah 292 remaja siswa Sekolah Menengah Pertama (SMP) yang berusia antara 11-15 tahun. Instrumen yang digunakan untuk koleksi data adalah skala Kompetensi Sosial dan Skala Pola Asuh Ibu. Data penelitian dianalisis menggunakan Two Way ANOVA. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan kompetensi sosial pada remaja dengan ibu bekerja dan tidak bekerja. Namun, terdapat perbedaan kompetensi sosial pada remaja ditinjau dari pola asuh ibu. Hasil penelitian juga menunjukkan tidak terdapat interaksi antara status pekerjaan ibu dengan pola asuh ibu dalam menentukan kompetensi sosial remaja.

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