The Relationship Between Self Acceptance and Dogmatism in Junior-Senior High School Students

1963 ◽  
Vol 36 (9) ◽  
pp. 419 ◽  
Author(s):  
Ernestine Dunaway Pannes
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Self Acceptance ◽  
The Relationship ◽  
Senior High School Students

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.

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