scholarly journals The relationship between the perceived class climate, motivation for achievement and school success among elementary and high school students

2019 ◽  
Vol 51 (2) ◽  
pp. 426-460
Author(s):  
Irina Milosevic ◽  
Ruzenka Simonji-Cernak
Keyword(s):  
High School ◽  
High School Students ◽  
School Success ◽  
Attitude Scale ◽  
Three Dimensions ◽  
School Students ◽  
Class Climate ◽  
Positive Correlations ◽  
The Relationship

The aim of this research is to determine the correlation between perceived class climate, motivation for achievement and school success among elementary and high school students. The research was conducted on a sample of 400 subjects. The instrument used for class climate survey is an Attitude scale, created as the combination of two instruments for measuring class climate. The MOP/D scale was used to survey motivation for achievement. The obtained results show that the quality of the overall class climate is not high, while the scores on the three dimensions of the class climate indicate that the students perceive Class Cohesion as the most favourable one, then the Teachers? Support and finally the Order and the Organisation. Significant differences in perceptions of class climate were found concerning age. Significant differences in perceptions of climate (both in the overall and in the Teachers? Support dimension) were also found with respect to the gender of the students. The findings indicate low positive correlations between perceived class climate and the motivation for achievement, and also between school success and the motivation for achievement. No correlation was found between the perceived class climate and school success. More detailed research shows that the climate dimensions Teachers? Support and Order and Organisation are significant predictors of the overall motivation for achievement and the Learning dimension, and that they are positively correlated. Learning and Persistence, the dimensions of the motivation for achievement, were found to be significant predictors of school success. A perceived class climate did not prove to be a significant predictor of school success, except for the Class Cohesion dimension, only on the subsample of high school students.

Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task

2021 ◽  
pp. 136216882110467
Author(s):  
Hyejin Cho ◽  
YouJin Kim
Keyword(s):  
High School ◽  
High School Students ◽  
Linguistic Features ◽  
School Students ◽  
Writing Practices ◽  
Multimodal Composing ◽  
Language Classrooms ◽  
Efl Students ◽  
The Relationship

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students used only one mode in traditional writing (i.e. English text), they utilized multiple modes in DMC (e.g. pictures, movies). Students’ task outcomes were scored using analytic rubrics, and texts were coded in terms of the content and linguistic features students retrieved from the text (i.e. alignment) and their degree of reflection. The results showed that there were no statistically significant differences in the quality, content and language alignment, or amount of reflection in writing outcomes between students’ DMC and traditional monomodal writing.

scholarly journals The relationship between stress, resilience, and quality of life in Chinese high school students

2021 ◽  
Vol 10 (13) ◽  
pp. 44-44
Author(s):  
Yueyi Sun ◽  
Wei Pan ◽  
Yi Zhang ◽  
Guangxing Xu ◽  
Juzhe Xi ◽  
...  
Keyword(s):  
Quality Of Life ◽  
High School ◽  
High School Students ◽  
School Students ◽  
Stress Resilience ◽  
Chinese High School Students ◽  
The Relationship

scholarly journals Creating success in a border school: Culture and literacy in the empowerment of hispanic high school students

1989 ◽  
pp. 68-82
Author(s):  
Heruy T. Trueha
Keyword(s):  
High School ◽  
High School Students ◽  
Minority Students ◽  
School Students ◽  
Writing Project ◽  
English Speaking ◽  
Theoretical Frame ◽  
Relationship Of ◽  
The Relationship

In this qualitative study the author provides a thorough review of culture and its implications with failure and successful leaming. Additionally, his discussion focus on the cognitive dimensions of culture and the relationship of academic achievement and literacy. This first part provides as theoretical frame of reference to describe the ethnographic South San Diego Writing Project where High School Chicano students isolated in the cornmunity and minimally exposed to English speaking peers improve the quantity and quality of English compositions while also increasing participation and cooperation writing activities. The author finishes exposing the implications of action research and the empowerment of minority students while recommending interdisciplinary research on dropout to implement educational reform.

scholarly journals A SOCIO-PEDAGOGICAL ANALYSIS OF THE RELATIONSHIP BETWEEN PEER VIOLENCE AND THE QUALITY OF FAMILY AND SCHOOL LIFE AMONG HIGH SCHOOL STUDENTS

2017 ◽  
pp. 81-105
Author(s):  
Emina Babić ◽  
Izet Pehlić
Keyword(s):  
High School ◽  
High School Students ◽  
Family Relations ◽  
Survey Method ◽  
School Life ◽  
School Students ◽  
Peer Violence ◽  
Pedagogical Analysis ◽  
The Relationship

The aim of this paper was to carry out a socio-pedagogical analysis of peer violence, the quality of high school students’ family and school life, and to examine the relationship between peer violence and the quality of family and school life among high school students. The research was conducted employing a method of theoretical analysis and a descriptive-analytical survey method. Furthermore, scaling and survey techniques were applied. The research instruments included a Peer Violence Questionnaire, a Perception of Family Relations Scale and a Quality of Life in School Questionnaire. The research sample comprised 300 high school students, namely the first, second and third graders. The research results showed that there is a statistically significant relationship between peer violence and the quality of family and school life, i.e. the high school students who report a higher level of peer violence at the same time obtain lower scores on the scales of family and school life. Moreover, the results indicate that high school students experiencing a higher quality of family relations and a higher quality of school life are statistically significantly less likely to be victims and perpetrators of peer violence. In the conclusions we emphasize the need for the development of a quality parenting education program, the need for urgent socio-pedagogical interventions in schools to assist bullies and victims of peer violence, the need to include social pedagogues as expert associates in the educational work of schools, as well as the need for introducing a unique model of peer violence prevention that would be compulsory in elementary and high schools in Bosnia and Herzegovina.

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