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Search Results: 1 - 10 of 24973 matches for " High school students "
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Coping style and mental health on high school students  [PDF]
Zhi Wang
Health (Health) , 2013, DOI: 10.4236/health.2013.52023
Abstract:

Objective: To explore the coping style of high school students and its relationship to mental health. Methods: Make a survey upon 320 students through coping style questionnaire and MSMH. Results: High school students often resort to problem solving and appeal to coping factors. No distinct gender difference is found in coping style. There are different degrees of correlation between coping style and mental health. Remarkable grade difference is shown in the factor of appealing in coping style and the three factors of compulsion, anxiety and mental imbalance in mental health. Conclusion: Relatively mature coping style has come into existence among high school students, but more guidance and assistance are in need in cultivating the coping style and improving the mental health.

Motivations Underlying the Snack Choices of Japanese Junior High School Students: A Study Based on Cluster Analysis  [PDF]
Rie Akamatsu
Food and Nutrition Sciences (FNS) , 2011, DOI: 10.4236/fns.2011.27096
Abstract: The aims of the present study were to group junior high school students according to factors influencing their snack choice and identify differences between the characteristics and snack choice behaviors of the groups. An anonymous self-report questionnaire was administered to 1936 students (13 - 15 years old) in eight junior high schools in Tokyo, Japan. The students responded to the Snack Choice Questionnaire (SCQ) as well as questions concerning snacking behaviors, lifestyles, and demographics. Cluster analysis was applied to sort the sample according to SCQ scores. Each cluster’s characteristics were examined by gender using the χ2 test or the Kruskal-Wallis test with a Bonferroni adjustment. Participants were divided into four groups: high in all factors, low in all factors, low value in health, and value in health. The “value in health” group was composed of more girls than boys and the “low in all factors” group had fewer girls than boys. Those in the “high in all factors” and “low value in health” groups indicated that they consumed more snacks. Moreover, gender differences were revealed. By assessing the SCQ prior to providing nutrition education, we can obtain valuable information to make nutrition education planning.
The Influence of Optimistic Expectations and Negative Life Events on Somatic Symptoms among Adolescents: A One-Year Prospective Study  [PDF]
Terje Arnfinn Murberg
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.32018
Abstract: This study prospectively examined the main effect of optimism on subsequent somatic symptomatology as well as optimism as moderating factors in the link between negative life events and somatic symptoms in a sample of 198 (111 females, 87 males) students in a Norwegian senior high school. Results from the longitudinal multivariate analyses, indicated that the scores for optimism and negative life events were significantly associated with scores of somatic symptoms at time-point two (T2). Moreover, a significant Optimism × Negative life events interaction was found in predicting somatic symptoms. Implications of these findings are discussed.
A Preliminary Investigation into Critical Thinking Skills of Urban High School Students: Role of an IT/STEM Program  [PDF]
Mesut Duran, Serkan Sendag
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.32038
Abstract: This paper reports the development of critical thinking of urban high school students in an IT/STEM program-using information technology (IT) within the context of science, technology, engineering, and mathematics (STEM). The study used a quasi-experimental time-series design, involving 47 initial participants in an eighteen-month intervention period. Data were collected from the Test of Everyday Reasoning (TER), which provides an overall score on critical thinking skill (CTS) and five sub-scale scores (analysis, inference, evaluation, inductive reasoning, and deductive reasoning). Findings indicate that based on a mean score of 15.77, the average participant scored between the 16th and 19th percentiles at the beginning of the program compared to an aggregated national sample. Participants who completed the program and responded to all three time-series TER tests (14) significantly improved their critical thinking skills throughout the program. Program completers’ overall post-program CTS test score was more homogeneous than the pre-program scores with a 20.07 mean score. In addition, data showed significant improvement in inductive reasoning skills of the program participants during the first nine months with continuing improvement in the second nine months. In contrast, data presented improved inference skills during the first nine months with significant gains during the second half of the program. The study estimates the relative effects of IT/STEM experiences with technology-enhanced, inquiry and design-based collaborative learning strategies on CTS of urban high school students.
Research on High School Students’ Everyday Life in the New Curriculum Reforms Implementation Progress in China  [PDF]
Xiao Yang
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.412A2014
Abstract: In this paper, we employ qualitative research to examine the current situation of the implementation process of high school new curriculum reform, and study how to deal with high school students’ everyday life in China. The research revealed the contradictions and problems involving the students’ living environment, life structure, communication environment and spiritual life. Comparing “eternal ordinary or the moment of fresh” with the goal of curriculum reform and the students’ expected life, I found the deep problems about educational ideas, curriculum design, teaching patterns, evaluation criteria and etc. During the process of the reform, I further propose that the students understand everyday life rationally and critically, change the free state of life gradually, improve the structure and pace of life. Only by this can we realize the transformation of the students’ life, achieve all-round development following the nature of human-beings, and further deepen and develop the implementation of curriculum.
Sources of Sexual Knowledge among Vietnamese High School Students  [PDF]
Kaori Watanabe, Ryoko Saruta, Naomi Kato
Advances in Reproductive Sciences (ARSci) , 2014, DOI: 10.4236/arsci.2014.24010
Abstract: This study determined the sources from which Vietnamese high school students currently acquire sexual knowledge as well as the sources from which they believe they should acquire it. Participants were eleventh-grade students at three public high schools in Hanoi, Vietnam. We conducted a questionnaire-based survey from September to October 2012, with 1672 students participating. Responses were received from all 1672 students, a response rate of 100%. Complete data were received from 1653 respondents (98.9%), including 896 males (54.2%) and 757 females (45.8%). The survey was a self-administrated questionnaire. Although many participants believed that they were knowledgeable about sex, only a small number of them actually possessed accurate sexual knowledge. Few participants in this study, targeted to a specific age (eleventh grade), had used the Internet as a major source for obtaining sexual knowledge, in contrast to results from previous studies which covered a wider age demographic. Future research should include comparative studies between eleventh and twelfth graders as well as between those of the same age who are and who are not enrolled in high school. Additionally, it might be beneficial to consider the relationship between adolescent age and Internet use to study the influence of the Internet on sexual knowledge. Our results suggest that parents and schoolteachers should shoulder more responsibility in providing sexual education, particularly by improving their own knowledge and ability to provide such education, because many participants indicated that sexual knowledge should be acquired from parents and schools.
Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students  [PDF]
Hossein Jenaabadi, Razieh Shahidi, Abdolhamid Elhamifar, Hamideh Khademi
World Journal of Neuroscience (WJNS) , 2015, DOI: 10.4236/wjns.2015.54025
Abstract: The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The population of the current study included all second period high school students in the academic year of 2013-2014. The statistical sample was selected using simple random sampling method. To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive (frequency table, frequency, and charts) and inferential statistics (independent t-test and Pearson correlation coefficient). The results indicated that emotional intelligence and academic achievement were significantly correlated. Moreover, there was a significant and positive relationship between creativity and academic achievement. Additionally, no significant difference was found between males and females considering their academic achievement.
Comparison of Creativity and Self-Confidence of Gifted and Normal High School Students of District Two in Zahedan  [PDF]
Sedighe Salari, Hossein Jenaabadi
Psychology (PSYCH) , 2015, DOI: 10.4236/psych.2015.613171
Abstract: The present study aimed to compare creativity and self-confidence of gifted and normal high school students studying in district two in Zahedan. The casual-comparative method was adapted. The statistical population of the study included all male and female high school students studying in public schools, schools for exceptional talents, martyrs’, non-profit and private schools in Zahedan, district two. According to the statistics, the number of male and female students studying in these schools was 8530 students, among which 368 students were selected. To collect data, Abedi Creativity Test and Moradi’s Inventory of the Level of Self-Confidence (2011) were used. The obtained data were analyzed using independent t-test and MANOVA. The results of multivariate covariance analysis indicated the difference between gifted and normal students considering their creativity. Moreover, there was a significant difference between the level of self-confidence of gifted and normal high school students in Zahedan. Additionally, no significant difference was found between male and female students with regard to their creativity and self-confidence.
Research on the Relationship among Phone Addiction, Social Anxiety and Loneliness in High School Students  [PDF]
Junlan Xu
Open Journal of Social Sciences (JSS) , 2017, DOI: 10.4236/jss.2017.56003
Abstract:
Phone addiction causes significant social and psychological damage to people who excessively use mobile phones. Rapid social rhythm, busy daily life, and complex interpersonal relationships make people, especially the student groups, increasingly dependent on mobile phones, and also gradually change their communication behaviors. This paper uses the way of psychological empirical study to investigate 220 students in a Beijing high school through the Mobile Phone Addiction Index, Liebowitz Social Anxiety Scale and UCLA Loneliness Scale. The results show that: (1) the ratio of phone addiction among phone users of high school students is about 17.95%, and it varies significantly from different school department; (2) there is no correlation between phone addiction and social anxiety; (3) there is a higher sense of loneliness in classmates who have phone addiction. It can be seen that in modern society, mobile phone has become the main tool of social communication, and that it has little effect on social anxiety. Loneliness is one of the main reasons for phone addiction of high school students. Therefore, this paper suggests that in order to prevent high school students from excessively relying on the phone, the school need to take measures to limit the time of students using mobile phones; and strengthening the intimate relationship among school, family and students can help to reduce phone addiction by lowing the loneliness of students.
Effect of Cognitive Behavior Modification on Social Anxiety for High School Students  [PDF]
I-Jun Chen, Chunxiang Du, Xiaoxiao Wang, Hailun Zhang
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.812124
Abstract: The authors of this study adopted an approach from cognitive behavior modification to design a SMART strategy, and applied the intervention to high school students. This study used a multiple baseline across-subject design to measure the degree of social anxiety among three high school students for the duration of 3 to 5 weeks, and then used the SMART strategy to intervene and document their mastering of strategies and changes of social anxiety for 15 weeks. Their anxiety level was measured and recorded 4 weeks after the intervention. The results showed that: 1) the SMART strategy can be effectively applied to high school students to address their social anxiety; 2) after the SMART strategy intervention, the students’ social anxiety reduced instantly and significantly; 3) four weeks after the SMART strategy intervention, the intervention effect remained.
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