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Research in the field of homework has confirmed the significant association between students' perceptions of their parents' involvement and their motivation and engagement with these tasks. In this study we analyzed the possible mediating role of self-handicapping strategies in the relationship between perceptions of parental support (content-oriented and autonomy-oriented support) when doing homework and the students' behavioral engagement (time spent, effort made, amount of homework done, level of procrastination). The participants were 643 students in compulsory secondary education (between 7th and 10th grade). The results showed that the lower the perceptions of support from parents when doing homework, the greater the students' use of self-handicapping strategies and the worse their behavioral engagement (less effort, less amount of homework done, more procrastination) and vice versa. These findings seem to indicate that self-handicapping is a motivational strategy that would partially explain students' poor behavioral engagement with homework in the absence of parental support., Author(s): José Carlos Núñez [sup.1] , Carlos Freire [sup.2] , María del Mar Ferradás [sup.2] , Antonio Valle [sup.2] , Jianzhong Xu [sup.3] [sup.4] Author Affiliations: (1) grid.10863.3c, 0000 0001 [...]

Anti-frustration ability is the ability of individuals to stand up to frustration. The purpose of this study is to develop an anti-frustration ability scale for primary and secondary school students and provide a sound measuring tool for relevant studies. 3168 participants were involved in the study, of which 2488 were formally tested. In the formal test, the samples was randomly divided into 2 groups: Group 1 (n = 1068) was for item analysis and exploratory factor analysis; Group 2 (n = 1420) was for confirmatory factor analysis. The scale consists of 10 items. Item analysis shows that, the item-total correlation of the scale ranges from 0.47 to 0.76; the difference in scores between high and low groups of participants on all items is significant. Exploratory factor analysis shows that, the scale consists of three factors: 'frustration endurance', 'frustration mediation' and 'growth with frustration', whose cumulative variance contribution rate is 67.74%. Confirmatory factor analysis shows that the scale had good construct validity ([chi].sup.2/df = 2.6, GFI = 0.99, AGFI = 0.98, NFI = 0.99, IFI = 0.99, CFI = 0.99, RMR = 0.019, RMSEA = 0.034). The internal consistency coefficient (Cronbach's alpha) of the scale is 0.83, the Spearman-Brown split-half coefficient is 0.79 and the test-retest coefficient is 0.83. One's anti-frustration ability is positively correlated with social support (r = 0.49) and self-esteem (r = 0.52). Overall the findings suggest that the Anti-frustration Ability Scale for Primary and Secondary School Students is a reliable and valid tool to measure the anti-frustration ability of primary and secondary school students., Author(s): Xiujun Yang [sup.1] , Xiaolu Li [sup.1] , Daqi Nian [sup.1] , Jing Xu [sup.2] , Huawu He [sup.3] Author Affiliations: (1) grid.39436.3b, 0000 0001 2323 5732, Faculty of [...]

The purpose of this narrative analysis was to assess the perceived curricular offerings and challenges of traditional-aged rural students in higher education, and to understand how these challenges relate to AP courses. Specifically, this study assessed the secondary curricular offerings available to rural students and how they affect their perceptions of success in the postsecondary environment. I conducted phenomenological interviews with 18 students and uncovered several key findings. Rural students in this study reported that Advanced Placement (AP) courses were critical to their preparation for higher education, but that these courses' availability was limited in their schools. Participants in this study reported feeling a loss of self- efficacy and perceived shift in identity due to their lack of advanced curricular offerings, especially AP courses. As a result, rural youth in this study reported being behind their peers in terms of credit-hour production by one to two academic years. Participants in this study felt that there was a particular lack of AP courses in science and math fields in their high school, which impacted their decision to enter a STEM field. Keywords: Advanced Placement Programs, Secondary School Curriculum, Rural Education, Rural Schools, Now that the majority of millennials have past traditional college-going age, colleges and universities across the United States are facing continuing enrollment decline (Fain, 2019). Meanwhile, rural students in the [...]

Every year, my high school posts the list of the top ten students in the graduating class. And every year I wonder how they did it. How did these students [...]

This paper describes the experience of three sophomore English composition classes that were required to visit the reference desk for class credit. Student perceptions of reference consultations are analyzed to [...]

This qualitative study is an exploration of 32 urban high school students' narratives about the connection between school, work, and societal expectations of their future success related to their racial and ethnic background. The sample varied along 2 contextual dimensions: participation in a psychoeducational intervention (Tools for Tomorrow) and developmental status (i.e., half the sample were 9th-grade students and the other half were 12th-grade students). Using consensual qualitative research, the narratives revealed 3 major domains: future orientation; students' perceptions of society's expectations based on race and ethnicity; and students' perception of the role of their race and ethnicity in future success. Results reveal that the majority of students endorse a connection between school and work, believe that society holds low expectations for them based on their racial and ethnic background, and cannot predict their future success based on their background. Keywords: urban education, race, career development, future orientation, school engagement DOI: 10.1037/a0018939

Byline: Rachel C. F. Sun (1), Daniel T. L. Shek (2) Keywords: Adolescents; Positive youth development; Life satisfaction; Problem behaviour Abstract: This paper examines the relationships among life satisfaction, positive youth development, and problem behaviour. A total of 7,975 Secondary One students (4,169 boys and 3,387 girls with most aged 12) of Chinese ethnicity recruited from 48 schools responded to validated measures of life satisfaction, positive youth development and problem behaviour. While life satisfaction was positively correlated with different measures of positive youth development, these measures were negatively correlated with measures of substance abuse, delinquency and intention to engage in problem behaviour. Based on a series of structural equation models, a non-recursive model was found to best fit the data, which suggests that adolescents having higher levels of positive youth development are more satisfied with life and have fewer problem behaviour, with life satisfaction and problem behaviour negatively reinforcing each other. Author Affiliation: (1) Department of Social Work, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong (2) Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong Article History: Registration Date: 22/09/2009 Accepted Date: 13/05/2009 Online Date: 10/10/2009

This study examines the self-reported average level of challenge of 793 students while in school and doing various school-related activities. Using multivariate regression models, the study examines whether Mexican American students report lower levels of challenge in school and during school-related activities as compared with students of other racial/ethnic groups. The findings suggest that in the general context of school, Mexican American students report the highest levels of challenge. In more specific contexts such as when in science class, Mexican American students report the lowest levels of challenge. Additional findings, implications for educators, and directions for future research are discussed. Keywords: Mexican American; challenge; school; school activities

Through the voices of students and teachers at an elite coeducational private school and a school situated in a low socio-economic area, this paper explores the potential consequences for students of school alignment or misalignment with the structural imperatives of the broader Queensland senior secondary education system. Although the schools are situated within the same system, the achievement expectations and practices of the two schools were vastly different. Moreover, the structuring features of the private school 'field' aligned more closely with the official processes and expectations of the Queensland assessment regime than did those at the other school. School differences in the students' understandings of and investments in their education were observed in relation to differences in school practice. Keywords student beliefs student achievement education markets student assessment socio-economic influences competitive selection, Introduction In describing the success of private schools in commanding the high-stakes terrain of senior schooling in Australia, Teese indicated that the '"micro" perspective which focuses on how schools differ [...]

Developed communities make the children's right education a major part of the primary education, relating it with the human rights education. There are two sides with respect to the children's rights: the children themselves and their family and the school that have rights and interests in them and that determine the radius of action of children in terms of the social life. Both sides should know their rights and responsibilities to exercise these rights. The objective of this study is to determine the extent of children's awareness of their rights and the variables that are effective in it, and to provide data for a study that will make a comparison in this matter in terms of the efficiency of the new citizenship education program to be implemented in the future. This study was planned, aiming at determination of the situation, to consist of open-ended questions, application consisting of minimum 2 teaching periods, a test to be given for the purpose to reveal the change in perceptions, and semi-structured interviews. The statistical data obtained were subjected to evaluation on computer environment, correlated with the answers given to open-ended questions, and supported with the information obtained from the semi-structured interviews. The results of this study indicate that children are not aware of their rights in general; that while most of the children in Turkey have read the CRC, * those in the Turkish Republic of Northern Cyprus (TRNC) have not read; that the Northern Cypriots are more optimistic about the applicability of the CRC compared to people living in Turkey and they believe that the children in Turkey suffered injustice more; and that students in Turkey trust their families more compared to students in the TRNC that their families would think better while they were making decisions in matters concerning themselves., Childhood is a socio-cultural concept, which is one of the natural and unchangeable links of the chain of life. Therefore, the meaning ascribed to both the childhood life and concept [...]

ABSTRACT: The authors used a case-study methodology to explore the perceptions of 30 9th-grade biology students relative to black-tailed prairie dogs. The case study, which involved classroom- and field-based experiences [...]

A mixed method, longitudinal design was used to assess student and stakeholder perceptions of the transition to high school. Comparisons between parent and student perceptions revealed few differences and both [...]

This article evaluates the young's perception of the values with consideration of the gender factor. The study covered a total of 240 young, consisting of 100 girls and 140 boys [...]

The authors investigated students' profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation but low levels of amotivation, and (c) students with moderate levels of both autonomous and controlled motivations but low levels of amotivation. These first 2 studies revealed that students in the high autonomous/high controlled group reported the highest degree of academic adjustment. Study 3 performed on college students revealed 3 profiles: (a) students with high levels of autonomous motivations but low levels of both controlled motivation and amotivation, (b) students with high levels of both autonomous and controlled motivation but low levels of amotivation, and (c) students with low to moderate levels of the various motivational components. Study 3 indicated that students in the autonomous group were more persistent than students in the other groups. Results are discussed in light of self-determination theory (E. L. Deci & R. M. Ryan, 1985). Keywords: academic motivation, self-determination, college students, high school students

The authors investigated between- and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N = 542; Grades 8 and 11). Corroborating assumptions of domain specificity, the between-domains relations of these emotions were weak and inconsistent. However, there was more domain specificity of academic emotions in Grade 11 students compared with Grade 8 students, suggesting that between-domains differentiation increased as a function of grade level. Concerning within-domain relations, emotional experiences of enjoyment and pride, anxiety, and anger and boredom were clearly differentiated. The strength of within-domain relations of academic emotions differed considerably across the 4 academic domains. However, for each of the 4 domains, within-domain relations were similar for the 2 grade levels. Methodological and educational implications as well as directions for future research are discussed. Keywords: academic emotions, domain specificity, achievement

In 1999, the Ontario provincial government introduced into its high school curriculum a requirement that students complete 40 h of volunteer community service before graduation. At the same time, the high school curriculum was shortened from five years to four. Consequently, the 2003 graduating class of Ontario high school students contained two cohorts, the first of the 4-year cohorts that was compelled to complete a mandated community service requirement, and the last of the 5-year cohorts that was not. Using a quasi-experimental design, we surveyed 1768 first-year university students in terms of their perceptions and attitudes about the nature and amount of previous volunteering, attitudes towards community service, current service involvement and other measures of civic and political engagement. Comparisons of the two cohorts indicate that, while there were discernible differences between the two cohorts in terms of their past record of community service, there were no differences in current attitudes and civic engagement that might plausibly be attributed to participation in the mandatory service program. Results are discussed with relation to the current debate concerning the impact of mandatory volunteering policies on intrinsic motivation to volunteer. Keywords Civic engagement * Mandatory volunteering