Explaining Variability in High School Students’ Access to and Enrollment in Career Academies and Career Theme Clusters in Florida: Multi-Level Analyses of Student and School Factors

2013 ◽  
Vol 38 (3) ◽  
pp. 211-243
Author(s):  
Aimee J. Evan ◽  
Frances F. Burden ◽  
Margaret H. Gheen ◽  
Becky A. Smerdon
Keyword(s):  
High School ◽  
High School Students ◽  
Career Academies ◽  
School Students ◽  
School Factors ◽  
Multi Level

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

scholarly journals Generalized trust and diversity in the classroom: A longitudinal study of Romanian adolescents

2015 ◽  
Vol 48 (1) ◽  
pp. 33-41
Author(s):  
Gabriel Bădescu ◽  
Paul E. Sum
Keyword(s):  
High School ◽  
High School Students ◽  
Longitudinal Study ◽  
Ethnic Diversity ◽  
Negative Impact ◽  
Negative Effects ◽  
School Students ◽  
Generalized Trust ◽  
Positive Role ◽  
Multi Level

Generalized trust, the faith we place in strangers, is a fundamental attribute of democratic societies. We investigate the development of generalized trust using survey data collected from Romanian high school students within a multi-level, panel research design. We find that diversity in the classroom, defined through ethnic and socio-economic differences, has negative effects on generalized trust. Associational membership interacts indirectly with diversity, counteracting the negative impact of ethnic diversity but reinforcing socio-economic distinctions. The findings support cultural theories of generalized trust and point to the potentially positive role educational policy might play in encouraging trust among youths.

scholarly journals The impact of sociodemographic factors on academic achievements among high school students in Indonesia

2020 ◽  
Vol 9 (4) ◽  
pp. 1114
Author(s):  
Deri Indrahadi ◽  
Amika Wardana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Sociodemographic Factors ◽  
Cross Sectional Survey ◽  
School Students ◽  
School Factors ◽  
Related Factors ◽  
Academic Achievements ◽  
The Impact

<span>This study aimed to examine the effect of sociodemographic, student and school factors on the academic achievement of high school students in Indonesia. Using the cross-sectional survey data from the 2015 Indonesian Family Life Survey (IFLS) particularly involving 1,421 respondents (of the academic performances during their school years), the study run multiple regression analysis to examine the influences of their parents’ sociodemographic, students and other school-related factors on their academic achievements during their school years. As the results, it was revealed that the sociodemographic factors, students and schools predict significantly academic achievement of students in Indonesia. The results provided feedback to students and parents, schools and education policymakers in improving student academic achievement.</span>

scholarly journals DEVELOPMENT OF PROFESSIONAL SELF-DETERMINATION OF TEENAGERS

2020 ◽  
Vol 3 ◽  
pp. 364
Author(s):  
Valeriya Milyaeva ◽  
Iryna Kalyuzhna ◽  
Zoryana Burkovska ◽  
Svitlana Lozynska ◽  
Iryna Voloshanska
Keyword(s):  
High School ◽  
High School Students ◽  
Psychological Factors ◽  
Level Structure ◽  
Self Determination ◽  
School Students ◽  
Nonlinear Character ◽  
Professional Self ◽  
Multi Level

The article dwells on the problem of teenagers' professional self-determination as the readiness to making choice of the profession. Psychological factors of professional self-determination of high school students are defined and theoretically substantiated. Psychological properties are investigated, the means of which is the formation of factors of senior school students’ professional self-determination. In our research by professional self-determination we mean a stable, value-oriented complex of professionally important traits and personality traits, which is characterized by a certain structure, determines the readiness of high school students to choose a profession and is formed by a number of psychological factors. We prove that the set of psychological factors of professional self-determination of high school students has a nonlinear character and multi-level structure. The purpose of the publication is to investigate the psychological factors of professional self-determination and to substantiate the need to introduce a program of psychological and pedagogical support for the development of professional self-determination of high school students. As a result of the research psychological factors of professional self-determination of high school students were established: actual motives; sufficient level of development of volitional regulation of personality; locus control; a sufficient level of the formation of reflectivity development. The conducted psycho diagnostics revealed the immaturity of psychological factors of professional self-determination among high school students; unreadiness of teenagers to make an independent, conscious professional choice. This situation requires targeted correction through the introduction of a program of psychological and pedagogical support. 

Youth Suicide in Korea Across the Educational Stages

Crisis ◽  
2020 ◽  
Vol 41 (3) ◽  
pp. 187-195 ◽  
Author(s):  
Dayoung Lee ◽  
Song Jung ◽  
Seongjun Park ◽  
KangWoo Lee ◽  
Yong-Sil Kweon ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Elementary School Students ◽  
Suicide Prevention ◽  
Warning Signs ◽  
Youth Suicide ◽  
School Students ◽  
School Factors ◽  
Developmental Characteristics

Abstract. Background: Youth suicides have diverse characteristics according to the young people's developmental stages. Warning signs and communication of suicidal intent can be vague among early adolescents, while mental health problems may be more evidently related to suicidal ideation in older adolescents. Understanding the developmental characteristics of youth suicide is necessary for effective suicide prevention. Aims: We explored the differences between children and adolescents who died by suicide and the characteristics of these young people as observed by their school teachers. Method: We analyzed teachers' mandatory postmortem reports of suicides among 308 Korean students. We compared: suicide-related information including personal, familial, and school factors; stressful life events; and participation in interventions among elementary, middle, and high school students who died by suicide. We also assessed the distribution of student suicides per month. Results: Suicide among elementary school students increased during school vacations, and suicide among middle and high school students increased during the school semester. According to the teachers' reports, elementary school students who died by suicide were more extroverted and had better academic achievements than their high school peers, and had significantly lower levels of substance/tobacco use. Elementary school students who died by suicide showed significantly less academic stress and use of external professional help than did other groups. Limitations: Because this research is based on mandatory teacher reports, the subjective opinions of teachers may have affected the reliability of the data. Suicide by out-of-school youth was not included. Conclusion: School-based suicide prevention should be implemented in accordance with young people's developmental characteristics.

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