The Impact of School Social Bonds

2022 ◽  
pp. 234-253
Author(s):  
Debra T. Cabrera
Keyword(s):  
High School Students ◽  
School Environment ◽  
Protective Factor ◽  
Social Bonds ◽  
School Setting ◽  
Mariana Islands ◽  
School Students ◽  
Northern Mariana Islands ◽  
Youth Survey ◽  
Academic Activities

Students' experiences in the school environment are not limited to purely academic activities, responsibilities, and relationships. Their complete educational experience encompasses social ties, commitment centered on stakes in conformity, beliefs about rules and regulations, and involvement in pursuits that are indirectly tied to their scholastic performance. Using CNMI Youth Survey data, this chapter explores these social bonds in the school setting and examines their impact on indigenous and indigenous high school students in the Northern Mariana Islands. The relative importance of these social bonds is compared to the influence of social bonds outside the school environment. The findings highlight the importance of teacher attachment and the belief in the validity and fairness of school rules on the risk-behavior for both indigenous and non-indigenous youth, with non-indigenous youths experiencing teacher attachment as a relatively stronger protective factor.

The effects of short-term mindfulness-based group intervention utilising a school setting for Japanese adolescents with trauma

2020 ◽  
pp. 1-6
Author(s):  
Daisuke Ito ◽  
Yuki Kubo ◽  
Ayako Takii ◽  
Asuka Watanabe ◽  
Tetsuhiro Ohtani ◽  
...  
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Group Intervention ◽  
School Setting ◽  
Control Group ◽  
Depression And Anxiety ◽  
Short Term ◽  
School Students ◽  
Japanese Adolescents ◽  
Intervention Session

Abstract The use of mindfulness as a tool to improve mental health has received increased attention. Schools provide ideal environments for short-term prevention and skill development for mental health. Further, teachers can promote and reinforce students’ daily use of mindfulness. This study explored the effects of a short-term group mindfulness-based intervention on the mental health of adolescents who have experienced trauma. A total of 49 high school students received a mindfulness-based intervention session followed by homework and teacher reinforcement. The results suggest that a short-term group intervention for mindfulness can potentially improve mindfulness attention awareness and reduce depression and anxiety symptoms in adolescents. As there was no control group, additional research examining the effectiveness of the intervention is essential.

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

scholarly journals School Policy Innovation to Reduce Bullying Effect

2021 ◽  
Vol 13 (3) ◽  
pp. 2675-2688
Author(s):  
Riana Nurhayati ◽  
Siti Irene Astuti Dwiningrum ◽  
Ariefa Efianingrum
Keyword(s):  
High School Students ◽  
School Environment ◽  
Sampling Technique ◽  
School Policy ◽  
School Students ◽  
Perpetrators And Victims ◽  
The Impact ◽  
The Relationship ◽  
Victims Of Bullying ◽  
Pearson Correlations

Bullying is an unpleasant act that is still a problem in the school environment. To find out about school policy innovations in an effort to reduce the impact of bullying behavior, this will illustrate the relationship between bullying perpetrators and victims of bullying in SMA as well as school policy innovations to reduce the impact of bullying. This research was conducted in high school students of all levels with the number of respondents 1119 students in Indonesia. Descriptive approach with mixed methods. The sample / respondent was determined by purposive sampling technique. The data used a questionnaire and were analyzed with proportions and conducted FGD and interviews with teachers in SMA. The results of the study concluded that: 1) The value of r-count (Pearson Correlations) of the bullying was 0.186 r-table 0.062 and the r-count value for the bullying victim aspect was 0.139 r-table 0.062, meaning that the relationship between the two variables was positive and increased the bullying and victims of bullying, there will also be increased assistance and support from parents, teachers and friends; 2) The solution to reduce bullying effects must implement policies at the macro, meso and micro levels that work systemically and in synergy by creating creative and innovative programs. With the existence of an effective and innovative school policy, bullying cases that occur in schools can be minimized in terms of quality and quantity.

scholarly journals Feasibility of a serious game coupled with a contact-based session led by lived experience workers for depression prevention in high-school students

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260224
Author(s):  
Mandy Gijzen ◽  
Sanne Rasing ◽  
Rian van den Boogaart ◽  
Wendy Rongen ◽  
Twan van der Steen ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Scale Up ◽  
School Setting ◽  
Serious Game ◽  
School Students ◽  
Preventive Program ◽  
High School Setting

Background Stigma and limited mental health literacy impede adolescents getting the help they need for depressive symptoms. A serious game coupled with a classroom session led by lived experience workers (LEWs) might help to overcome these barriers. The school-based Strong Teens and Resilient Minds (STORM) preventive program employed this strategy and offered a serious game, Moving Stories. The current study was carried out to assess inhibiting and promoting factors for scaling up Moving Stories once its effectiveness has been ascertained. Methods Moving Stories was offered in three steps: (1) introductory classroom session, (2) students playing the game for five days, (3) debriefing classroom session led by lived experience worker. Data was collected on the number of participating students, costs of offering Moving Stories, and was further based on the notes of the debriefing sessions to check if mental health first aid (MHFA) strategies were addressed. Results Moving Stories was offered in seven high-schools. Coverage was moderate with 982 participating students out of 1880 (52%). Most participating students (83%) played the Moving Stories app three out of the five days. Qualitative data showed that the MHFAs were discussed in all debriefing sessions. Students showed great interest in lived experience workers’ stories and shared their own experiences with depression. Conclusions Bringing Moving Stories to scale in the high-school setting appears feasible, but will remain logistically somewhat challenging. Future implementation and scale-up of Moving Stories could benefit from improved selection and training of LEWs that played such an important role in grabbing the full attention of students and were able to launch frank discussions about depressive disorder and stigma in classrooms. Trial registration The study is registered in the Dutch Trial Register: Trial NL6444 (NTR6622: https://www.trialregister.nl/trial/6444).

scholarly journals FAKTOR PERILAKU SEKS BEBAS PADA REMAJA

1930 ◽  
Vol 8 (01) ◽  
pp. 79-90
Author(s):  
Yesi Septina Wati
Keyword(s):  
High School Students ◽  
School Environment ◽  
Cultural Factors ◽  
Sexual Relationship ◽  
P Value ◽  
Sex Behavior ◽  
School Students ◽  
Cross Sectional ◽  
Environment Variables ◽  
The Relationship

Unhealthy sexual behavior among teenagers, especially teenagers who are not married tend to increase. WHO data as much as 6 % of respondents reported having had sexual intercourse before marriage. This is evident from several studies that show that the teenage years when he first entered active sexual relationship varies between the ages of 14-23 years of age and most were between 17-19 years old. The purpose of this study was to determine the relationship between gender, age, staying with whom, facilities, media, peers, school, of environment, knowledge of sex behavior in adolescents. This type of research is a kind of cross-sectional approach. The population of this study were all high school students in Jakarta district Lenteng Negri 38 grand for 820 people. The research sample is taken into a purposive sampling of 90 students. The results showed that there is a relationship between variables, namely gender variable (p value = 0.030 < 0.05), the variable age ( p value = 0.003 < 0.05), the variable media (p value = 0.026 < 0.05), the variable communication peers ( p value = 0.035 < 0. 05 ), school environment variables (p value = 0.037 < 0.05 ), the variable knowledge ( p value = 0.041 < 0.05 ). The results obtained from the study of sex behavior in adolescents in Negri SMA 38 Jakarta South Jakarta district has bad manners and good knowledge, it is recommended that schools need to supervise students on media and requires further research on cultural factors.

scholarly journals HUBUNGAN PENGETAHUAN LINGKUNGAN DENGAN SIKAP DAN KETERAMPILAN MENGELOLA LINGKUNGAN SEKOLAH YANG BERSIH SISWA SMP NEGERI DI KECAMATAN BANGKINANG KOTA KABUPATEN KAMPAR

2020 ◽  
Vol 14 (2) ◽  
pp. 121
Author(s):  
Nurfadila Nurfadila ◽  
Zulkifli Zulkifli ◽  
Auzar Auzar
Keyword(s):  
High School Students ◽  
Correlation Coefficient ◽  
Junior High School ◽  
School Environment ◽  
Positive Relationship ◽  
Moderate Level ◽  
Environmental Knowledge ◽  
Survey Method ◽  
School Students ◽  
Knowledge And Attitudes

This study aims to determine the relationship between knowledge and attitudes and skills in managing a clean school environment for state junior high school students in Bangkinang District, Kampar Regency. This research is a quantitative research with a survey method approach. Data collection methods used were tests, observations, interviews, questionnaires and documentation. Data analysis uses a simple correlation test with the Person Correlation method. The results showed a positive relationship with a moderate level of closeness between environmental knowledge and the attitude of managing a clean school environment of SMP Negeri 1 Bangkinang Kota students with a significant value of 0,000 <0.005 and a correlation coefficient of 1,000, at SMP Negeri 2 Bangkinang Kota students there was a positive relationship with a moderate level of closeness between environmental knowledge and attitudes with a significant value of 0,000 <0.005 and a correlation coefficient of 0.404. There is no relationship of knowledge with skills to manage a clean school environment students of SMP Negeri 1 Bangkinang kota with a significant value of 0.069> 0.05 and a correlation coefficient of 0.135, but at SMP Negeri 2 Bangkinang Kota students there is a positive relationship with the moderate level of closeness between environmental knowledge with the skill to manage a clean environment with a significant value of 0,000 <0.005 and a correlation coefficient of 0.432. There is no relationship between attitude and skills in managing a clean school environment of SMP Negeri 1 Bangkinang Kota students with a significant value of 0.069> 0.05 and a correlation coefficient of 0.135, but at SMP Negeri 2 Bangkinang Kota students there is a positive relationship with the moderate level of closeness between attitude and skills to manage a clean school environment with a significant value of 0,000 <0.005 and a correlation coefficient of 0.660.

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.

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