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Objective: This study aims to explore the reciprocal associations between personality traits (conscientiousness and openness to experience) and academic achievement in adolescents, using the Personality Achievement Saturation Hypothesis (PASH). Background: Personality traits, especially conscientiousness, and openness, have been identified as strong predictors of academic achievement. The PASH provides a framework for understanding these relationships but has mainly been studied from a unidirectional perspective. This study extends the PASH to examine reciprocal associations and how they vary with different achievement indicators. Methods: Using large‐scale panel data (N = 6482) of secondary school students in Germany, we applied cross‐lagged panel models and latent change score models to examine the differential reciprocal associations between personality traits (conscientiousness/openness) and academic achievement (school grades/achievement test scores) in language and math over two years from grades 7 to 9. Results: In line with the PASH, initial levels of conscientiousness were more strongly associated with school grades than with achievement test scores over two years. Simultaneously, prior school grades were more strongly associated with conscientiousness over two years. However, initial levels of openness did not show differential associations with either school grades or achievement test scores over two years. Similarly, prior school grades and achievement test scores were also not differentially associated with openness over two years. Conclusions: Our findings introduce an innovative lens through which we observe how the PASH can be leveraged to explain the differential reciprocal associations between conscientiousness and academic achievement. Further research is needed to examine if PASH could be similarly extended to disentangle the associations between openness and academic achievement. [ABSTRACT FROM AUTHOR]

Whilst there are many advocates of the notion that a fluid school-neighborhood relationship can improve education, there are gaps in the conceptual and empirical study of school and community governance models. This article analyses how two schools and social actors in two disadvantaged neighborhoods relate, collaborate, and organize to encourage school success for all students. The results make visible the origin and organizational dynamics of the school-community alliances in each community. Partnerships, based on a bottom-linked governance system at the school and community level, are a strategic approach for working together in developing a citizenry that can address both present and future challenges. [ABSTRACT FROM AUTHOR]

Goal: This study aims to discover the interest of foster parents in cooperating with the school social workers in elementary schools to support the children's school success during foster care. Methods: The quantitative survey was based on a non-standardised questionnaire validated for comprehensibility and relevance by professionals in non-profit organisations who conducted a pilot survey with cooperating foster parents. The research group was created by purposive sampling (n = 102). Descriptive statistics and exploratory analysis methods were used to evaluate the obtained data. Results: Foster parents are provided with expert advice by a non-profit organisation supporting foster families in social services, child rearing, education, and health. In schools, they use the entire spectrum of consulting services of pedagogical staff. They are somewhat satisfied with the support services provided, but show an interest in working with the school social worker to support the children's school success, health, and well-being. Conclusion: The need to institutionalise the profession of a school social worker in a Czech primary school appears to be a desirable prospective support of a child's school success and healthy growth, and a necessary help for parents regarding health and social counselling and services, especially when dealing with challenging life situations associated with school attendance. The social worker's global role has already been institutionalised in many countries around the world. [ABSTRACT FROM AUTHOR]

The application of interdisciplinarity in primary education has many benefits in the young students': the development of cognitive, communication and social, in-depth understanding of knowledge, the understanding of the connections between different fields of knowledge, the development critical thinking, authentic learning skills that develop transversal skills, the development of essential skills, communication skills, learning issues, where learning content and activities are integrrated across multiple disciplines or fields of study with the aim of developing more complex skills either through learning themes or teaching protejects. The teaching-learning-evaluation relationship, viewed a necessity and a decisive condition of modern education. [ABSTRACT FROM AUTHOR]

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Success represents a general human value attribute that acquires meanings and forms depending on the field of knowledge to which we refer. In formative-educational activities, it takes the form of school success. The complexity of this concept is widely described in specialized literature, but our current interests are centered on the segment of vocational schools, sports profile, following the period of adolescence. "What meanings does school success have for student-athletes, teenagers?", is the question by which we try to outline the nuances of school success, particularly for this category of students. We start from the premise that the level of students' commitment, and their involvement in school activities largely determines success. Based on this commitment, the targeted students, from the vocational schools with a sports profile, enroll on the path of achieving school success in terms of completing their high school studies, obtaining the final exam diploma, and passing the professional skills certification exam.

This article proposes a sociological approach to the influences of emotional intelligence on the school success of adolescents as a social problem, with an emphasis on how it is reflected and resignified in the specialized literature. In the first part of the article, we will deal with the operational definition of the concept of emotional intelligence, school success and other emerging notions, and we will review a series of relevant theoretical models from the field of sociology, special psychopedagogy and social psychology. Later, in order to know how the issue of school success is represented, we analyzed a multitude of articles that focus on the issue. The results of the research bring to the fore the variables with which emotional intelligence is correlated at the level of the theoretical discourse, the most relevant of which are students from pre-university education. [ABSTRACT FROM AUTHOR]

Introduction: We applied a convergent mixed-methods research design, focusing on data from Swiss students to identify patterns of resilience development in high school. Method: The study consisted of an online longitudinal survey conducted in two waves, in autumn 2019 (n = 377 grade seven) and spring 2021 (n = 257 grade eight). By combining latent transition analysis (LTA), a person-oriented quantitative method, and qualitative content analysis, we detected four resilience patterns. Results: The longitudinal survey revealed a decrease in the "blooming" pattern (students who displayed high levels of individual and social support indicators as well as satisfaction with their grades and academic success measures) over time and, on the other hand, an increase in the "challenged" pattern, suggesting larger numbers of students with low levels of social support and academic success. Additionally, qualitative interviews were conducted with four students from the sample. These interviews provided insights into the stressors; coping experiences, skills, processes, and resources; and outcomes related to resilience. Discussion: The analysis revealed key factors contributing to resilience, including empowering experiences, supportive individuals, self-help as a prioritized resource, and a positive school environment. Merging the data has elicited various claims such as improving both home and school environments, along with focusing on elaborating their interplay, is the most efficacious approach to bolstering resilience. [ABSTRACT FROM AUTHOR]

Theories of positive youth development look at young people through their strengths and potentials. They state that these potentials will be maximally utilized if there is a supportive and stimulating environment. Given that young people spend a large part of their time in schools, the school environment is important for positive development. The aim of this research was to effect of school climate and academic buoyancy on the well-being and school success of high school students. The research was conducted on 3102 second-grade high school students from eight Croatian cities. The following instruments were used in the research: Croatian School Climate Questionnaire for Students (HUŠK-U), Academic Buoyancy Scale (ABS), Warwick-Edinburgh mental well-being scale (WEMWBS), and assessment of school success at the end of the last school year. The questionnaires were administered in an online version via the SurveyMonkey platform. Path analysis was used in data processing. First, the fit of the data to the proposed model was checked, and it was confirmed that the data fit the model. The results showed that the school climate has a significant positive effect on: academic buoyancy, wellbeing, and school success. Academic buoyancy has a significant positive effect on well-being, and a significant (although quite low) negative effect on school success. Academic buoyancy proved to be a significant mediator in the relationship between school climate and well-being and school climate and school success. The results indicate the importance of the school and the school environment in achieving positive outcomes for high school students. Also, it is important for the well-being of adolescents that they are not under a lot of stress due to tests and grades. What is problematic (although it is a small effect) is the finding that those who are under more stress about tests and grades achieve better school success. [ABSTRACT FROM AUTHOR]

Copyright of Horyzonty Wychowania is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

RESEARCH OBJECTIVE: A recurring question in Romani studies is why it is difficult to achieve breakthrough successes in inclusion programs. These programs focus mainly on school subjects, although the role of parents is crucial to solving the problem. This study, therefore, concerns parents and their roles in school success. THE RESEARCH PROBLEM AND METHODS: The purpose of this study is 1) to reveal how Roma and non‑Roma pupils perceive their parents’ involvement (PI) and 2) to come closer to explaining how PI affects students’ school success under the control of other variables. The analysis sheds light on the views of children of Roma and non‑Roma parents in Hungary. Cross‑tabulation analysis and linear regression analysis were applied. THE PROCESS OF ARGUMENTATION: The database called Discovery of Hidden Value of Mentoring (DHVM) was analysed, which includes data from 13–14‑year‑old students (N = 206; 31.1% Roma, 68.9% non‑Roma). RESEARCH RESULTS: For all school‑based and home‑based PI indicators apart from one (parent–teacher conferences), Roma and non‑Roma parents showed the same results. A student’s disadvantaged financial situation most strongly determined their level of school success, overriding the compensatory effect of PI. The variance explained by the regression model was 30.4%, and the model was significant (F(7) 5.18, p < 0.001). CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: Although financial disadvantage overrides the compensatory effect of PI on school careers and political entities need much action to improve people’s financial situation, schools and families cannot look only to the outside for solutions. The most significant finding of the research is that there is a hidden resource to improve the school success of Roma pupils, namely PI. Based on the results, the schools are recommended to conduct the partner cooperation with parents, because together they can increase the children’s future opportunities and resilience.

The aim of this research is to analyze the impact of implementing virtual education on the academic performance of primary and secondary school students in a private school in Ibagué, Colombia, during the COVID-19 pandemic crisis. The survey was administered to 183 parents and nine teachers at the school as a data collection technique for the study. The research results revealed that the school maintained its quality in conducting virtual classes at the elementary and high school levels. Similarly, the students' performance was maintained compared to the previous year of the pandemic. As a conclusion, it has been determined that the school directors' implementation of the virtual education model and the capabilities of the teaching staff were successful in maintaining the quality of education during the pandemic. [ABSTRACT FROM AUTHOR]

Anxiety is a state of mind of intense worry that can affect students' performance both positively and negatively. Internationally, recent studies show high percentages of students diagnosed with anxiety and depression. This paper seeks to quantitatively analyze how anxiety is related to academic performance in Ecuadorian students. An Ordinary Least Squares (OLS) model with school fixed effects estimates an educational production function. The results confirm that, up to certain levels of anxiety, students' scores improve. However, once anxiety levels are elevated -a threshold that is higher for male students-scores are negatively affected. These findings are relevant for two reasons. First, during adolescence, experiences and interpersonal relationships impact personality construction and influence the development of cognitive, non-cognitive and emotional skills. Second, given the current post-pandemic situation, in which anxiety is a frequent scenario. This research concludes that it is necessary to reflect on the importance of rethinking pedagogical processes in schools and to analyze strategies to introduce mental health in the school curriculum. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the occurrence of externalized behavioral disorders of adolescents, taking into account the sociodemographic characteristics of the subjects (type of school, age, gender, family integrity, general school performance and educational prevention measures in the previous school year). The study included 1342 students of first, second, third and fourth grades of secondary schools of Herzegovina-Neretva County. The selection of the department was made by accident. The age of the subjects ranges from 15 to 18 years, with the average age of the subjects being M=16.2 years (SD=1.16). Students usually achieve very good school performance (42.8%) with an average sample score of 3.9 (SD=0.86). Students are mostly exemplary (89.3%). For the purpose of collecting data, with the prior author's approval, the Adolescent Risk Behavior Assessment Questionnaire was used (Livazović, 2011), which was modified (shortened) in a preliminary study where externalized behavioral disorders (aggressiveness, use of psychoactive agents, electronic abuse, risky sexual behavior, eating disorders, absentism (marking) from school) are measured). The findings of the research indicate that externalized behavioral disorders are largely manifested by vocational school students, students with lower school performance, young men and older students, while the difference with regard to family integrity, no statistically significant differences were found on any of the analyzed dimensions, except in the dimension of expression of mild deviant behavior, where students who do not live in an integral family exhibit more pronounced mild deviant behavior, compared to students from complete families. [ABSTRACT FROM AUTHOR]

One of the fundamental goals of the Croatian language teaching of elementary school children is the mastering of communication competence that also includes the development of lexical competencies, i.e. mastering the dictionary. Also, research shows that a school-age child learns 500 to 700 new words during the year. However, research shows that the development of dictionaries is influenced by numerous linguistic but also discharging factors. Given that the adoption and learning of the language depends on cognitive abilities, equally cognitive abilities will also affect the development of a children's dictionary, that is, its width and depth. Therefore, the cognitive abilities of the students of two other grades of one primary school will be examined, and then a test of lexical competences and a productive dictionary test will be performed. The results obtained processed in the SPSS program for statistics. Children of higher cognitive abilities are expected to have a wider dictionary, that is, a better lexical density and diversity. These results compared with respect to gender, school success and parents' education. Children of educated parents showed better cognitive abilities and better lexical competence, and girls had better results on the lexical competence test compared to boys. [ABSTRACT FROM AUTHOR]

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Notions of 'student success' feature prominently in emerging educational discourses and policy orientations. Current policy frameworks focusing on equity, performance, and reconciliation claim to offer validation for perspectives of Indigenous peoples and other racialized communities, but they are simultaneously raising the stakes for individual responsibility and performance. This paper explores these developments by examining how Indigenous students and family members understand and experience educational success in relation to the notions of success advanced by school systems. We present a case study conducted in Alberta, Canada, drawing on data from ten focus groups with 77 Indigenous youth and parents of Indigenous children connected to one school division. Highlighting the ways that social and educational policy frameworks related to employability and performance exacerbate contradictions inherent in settler colonial societies, we reveal how school systems, despite claims to the contrary, continue to adopt practices that undermine the capacity for many Indigenous people to achieve their aspirations. [ABSTRACT FROM AUTHOR]

A multicultural school is meant to promote inclusive politics and equitable learning opportunities and that in the framework of the winding quest for high educational outcomes for each and every student, regardless of ethnicity and socio-economic backgrounds. School success is not merely the salient knowledge span, it encompasses a set of life skills, parental support, brain power and a myriad of attitudes meant to allow the school leaver not only to avoid depletion, but also to achieve high performance goals and, what’s more, to ensure fair treatment to all. Equipped with fortitude, resilience and a team spirit, the school leaver finds thus attainment by taking different educational pathways, from the theoretical to the vocational one. School success is ultimately about finding fulfilment, about leading a quality life and feeling integrated wherever one may be. Taking on challenges in exchanges among the different ethnic groups, making practical use of soft sills to stay connected and agile in such a community, grappling with the link between the school curriculum and the practicalities of the world around, all these might be the tipping point to be analyzed and addressed by the present article. Yet, in a multicultural learning environment attachment to one’s cultural values with its spillover implications is far from enough, it must align with keeping all lines of communication open for cultural exchange, even to the point where the exchanges become goals and social and emotional learning go hand in hand with academic achievement.

Although numerous studies show that intelligence, measured by various tests, is a significant predictor of school achievement, this cognitive variable can only explain about 50% of the variance. It is also known that communicative language ability represents an important basis for learning subject content in the early period of formal education. One of the most comprehensive models of language ability (Bahman, Palmer, 1996), in addition to strategic knowledge, includes language knowledge that includes organizational language knowledge (grammatical and textual) and pragmatic language knowledge. Although the non-cognitive factors de facto participate in the explanation of school success, the aim of the research presented in this paper was to determine the predictive influence of intelligence and communicative language ability, i.e. organizational and pragmatic language knowledge on differences in school achievement in Serbian, English and Mathematics at the end of the first half of the fifth grade. The research was conducted on the sample of 197 fifth-grade students (51% girls, average age 11.5 months) in elementary schools in Loznica. The authors of the paper applied an adapted form of the test of communicative language abilities that was applied in research in a bilingual context (Šimonji-Černak, 2005). Revisk was used to test verbal and manipulative intelligence (Biro, 1997). We started from the assumption that organizational language knowledge, has a more significant predictive influence on differences in school performance in the above-mentioned subjects than intelligence. Hierarchical regression analysis model determined that the predictor variables of organizational language knowledge explain 36.8% - 49.4% of the variance in school achievement, while the intelligence variables are related to the achievements in Serbian and Mathematics and explain 0.6% - 3% of the variance. A significant partial contribution of pragmatic knowledge and knowledge of verbs as an element of grammatical language knowledge were determined in all three subjects, as well as the contribution of knowledge of grammatical rules only in the Serbian language.The results confirm the hypothesis and indicate that for success in the mother tongue, foreign language and mathematics it is important to develop grammatical knowledge, and pay special attention to the importance and strategies of developing pragmatic language function in the period of early formal education.

This article presents the results of an empirical study whose aim was to identify critical factors that contributed to the successful completion of the educational trajectories of a group of former students of a Brazilian secondary level course integrating Youth and Adult Education with Vocational Education. Content analysis was applied to the data obtained through semi-directive interviews with ten former students. We explored the notion of positioning, as a social phenomenon that circumscribes the position that an individual or group occupies in a given social system (Bernstein, 1996) in line with the socio-affective and cognitive dispositions related to the processes of pleasure/displeasure present in the school context and with the representations and conceptions of the content, respectively (Bourgeois, 1999). The results point to higher positioning in hierarchical structures circumscribed by schooling, learning, knowledge, socio-cognitive relations, and professional outlook, which are correlated with the development of socio-affective and cognitive dispositions in the dimensions of motivations, aspirations, appropriate values and curricular characteristics, namely collaborative learning, and teaching methodology.

The article presents the contribution of socio-demographic, socio-economic, employment status and level of education of parents/guardians to students' school success. The aim of this article is to discover the causes of school (un)success given the contribution of predictor variables. The predictor set of variables consists of four scales: socio-demographic status (total number of brothers, total number of sisters, marital status of parents, distance from home to school and number of members households), socio-economic status (total monthly income of parents/guardians, place to study in the house/apartment, possession of laptop/computer, constant internet access in the house/apartment and the way they come to school), employment status of parents/guardian and educated status of parent/guardian. In addition to the set of predictors, a criterion variable was used, which consists of three dimensions, namely school success at the end of the sixth, seventh and eighth grade of primary school. The results of the research confirm a statistically significant correlation between sociodemographic, socio-economic, employment status and the level of education of parents/guardians and school success of children, provided that socio-demographic status has a higher predictive power on students' school success. It was confirmed that students have a positive attitude about the importance of the grade as well as that they perceive that their parents have the same attitude. [ABSTRACT FROM AUTHOR]

Successful school leadership in disadvantaged contexts is a topic of debate in the context of the Spanish education system. There needs to be clear identification of the concept of school success and what successful school leadership means. Thanks to the research carried out within the ISSPP project in Spain, we have been able to expand our knowledge on how success is defined in disadvantaged contexts: How have principals contributed to their school's success? How has success grown and been sustained? And how have successful principals overcome internal and external factors to build a strong professional identity that enables them to fight for social justice? The ISSPP research in Spain finally concludes that the leadership variable may be considered decisive in the learning outcomes of pupils. It is not only the context variable that would be decisive in academic results, but rather leadership capable of making the moral purpose of education a reality. [ABSTRACT FROM AUTHOR]

Introduction: We applied a convergent mixed-methods research design, focusing on data from Swiss students to identify patterns of resilience development in high school. Method: The study consisted of an online longitudinal survey conducted in two waves, in autumn 2019 (n = 377 grade seven) and spring 2021 (n = 257 grade eight). By combining latent transition analysis (LTA), a person-oriented quantitative method, and qualitative content analysis, we detected four resilience patterns. Results: The longitudinal survey revealed a decrease in the “blooming” pattern (students who displayed high levels of individual and social support indicators as well as satisfaction with their grades and academic success measures) over time and, on the other hand, an increase in the “challenged” pattern, suggesting larger numbers of students with low levels of social support and academic success. Additionally, qualitative interviews were conducted with four students from the sample. These interviews provided insights into the stressors; coping experiences, skills, processes, and resources; and outcomes related to resilience. Discussion: The analysis revealed key factors contributing to resilience, including empowering experiences, supportive individuals, self-help as a prioritized resource, and a positive school environment. Merging the data has elicited various claims such as improving both home and school environments, along with focusing on elaborating their interplay, is the most efficacious approach to bolstering resilience.

Three recent works by sociologists have enriched the corpus of autosociobiographical narratives of “trans-classes” and controversies about them. Here, we investigate the identity of those writing, visible among social migrants in high social ascent, then show the differences between the books of Gilles Moreau and Norbert Alter and the paths they report. We conclude by critiquing Gérald Bronner’s thesis, according to which “dolorism” marks the stories of trans-classes and by questioning the sources of a certain social demand towards this literary and sociological genre.

The processes leading to school failure and early school leaving are complex and involve multidimensional factors. In Portugal, as in other European countries, in the last decade, several policies, programmes, and practices have been developed to address this issue. This article focuses on a socio-educational practice of the study support type developed within a national programme aimed at social inclusion and educational success located in the community. The data collected through a semi-structured interview and a focus group with socio-educational professionals allowed us to identify how the study support practice is characterised and perceived by these actors. Processes and factors of transformation that occurred in the practice regarding its mode of implementation, conceptual evolution, and specificities were also addressed. Results indicate that the practice promotes improvements in participants' outcomes such as learning, social behaviour, integration, and autonomy; the construction of a strong and sustained relationship with significant adults from the learning point of view; and the completion of compulsory schooling and studies. Hence, the research findings highlight that participation in the practice leads to transformative processes in the academic pathways of children and young people involved in the practice concerning academic, individual, and social dimensions. [ABSTRACT FROM AUTHOR]

In this qualitative case study (n = 32), researchers sought to understand the ways a multi-day summer transition camp may help incoming ninth-grade students experience a developmentally responsive transition into high school. The findings revealed camp helped support students' procedural, social, and academic-related needs and concerns. Learning the school layout and policies helped support students' procedural-related needs and concerns. Promoting student–student, educator–student, and school–student relationships helped support students' social-related needs and concerns. Attending academic classes and communicating expectations for academic success helped support students' academic-related needs and concerns. A summer camp may foster a responsive transition and mitigate school failure, but must be developed and delivered based on students' developmental and transition-related needs and concerns. Furthermore, students must perceive camp activities as actually supporting their needs and concerns. [ABSTRACT FROM AUTHOR]

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In this research, we set out to examine whether the mentalizing capacity in adolescents is a statistically significant predictor of formal operational thought and school success. For the purpose of this research, we used the Mentalization Questionnaire (MQ), which consists of three subscales: Self-Related Mentalization, Other-Related Mentalization and Motivation to Mentalize and Bond's logical operations test (BLOT). The research involved 200 students from Technical High School in Pirot, 54,5% were boys, and the average age of the participants was 17 years. The research results of multiple regression analysis indicate the model in which mentalizing capacity represents a predictor of formal operational thought is statistically significant and accounts for 51% variance in this criterion variable (R2 = .51; F (3,196) = 67.67; p = .00). Self-Related Mentalization (b = .34; p = .00) and Motivation to Mentalize (b = .37; p = .00) turned out to be significant individual predictors. When it comes to predictors of school success the model that consists of mentalization capacity dimensions is statistically significant and accounts for 49% of the variance in this variable (R 2 = .49; F (3,196) = 61.92; p = .00). Other-Related Mentalization (b = .22; p = .02) and Motivation to Mentalize (b = .38; p = .00) indicate a significant predictive potential. We consider that inciting mentalization in educational work can significantly contribute to the development of formal operational thought.

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main aim of the work is to prove the existence of the relationship between school success and risk behavior amongst adolescent students of high schools in Zlín region. We have chosen a quantitative design for our research and for the collection of the data we used a questionnaire battery, which consisted of sociodemographic data, marks from selected subjects, a Self-efficacy Questionnaire (Jakešová, 2014) and questionnaire "Výskyt rizikového chování u adolescentů" (Dolejš & Skopal, 2015). Two hundred students aged 15 to 19 took part in the survey. We examined the validity of the statistic hypothesis through the Spearman coefficient and linear regression. The study results suggest that the relationship between school success and risk behavior in adolescence really exists. [ABSTRACT FROM AUTHOR]

Few prospective studies have examined how early bullying experiences impact long-term adjustment and the differential impact of children's co-occurring bullying and peer victimization involvement on adjustment in adulthood. This study addressed these gaps by examining subgroups of first graders involved in bullying and associations with four outcomes in early adulthood, including (a) Major Depression diagnosis, (b) post-high school suicide attempt, (c) on-time high school graduation, and (d) criminal justice involvement. Additionally, middle school standardized reading test scores and suspensions were examined as potential mechanisms through which early bullying involvement is associated with adult outcomes. Participants were 594 children from nine urban elementary schools in the United States who participated in a randomized controlled trial of two school-based universal prevention interventions. Latent profile analyses using peer nominations identified three subgroups: (a) High involvement bully-victims , (b) Moderate involvement bully-victims , and (c) Low/No involvement youth. Compared to the No/Low involvement class, High involvement bully-victims were less likely to graduate high school on time (OR = 0.48, p =.002) and Moderate involvement bully-victims were more likely to be involved in the criminal justice system (OR = 1.37, p =.02). High bully-victims were at greater risk for both not graduating high school on-time and criminal justice system involvement, which were partially explained by 6th grade standardized reading test scores and suspensions. Moderate bully-victims were less likely to graduate high school on time, which was partially explained by 6th grade suspensions. Findings highlight how early bully-victim involvement increases risk for difficulties that affect adult quality of life. [ABSTRACT FROM AUTHOR]

Drawing on a review of international literature published between 2005 and 2021, the present article discusses interventions tailored for Indigenous people in vocational education and training. A critical analysis of this literature was carried out to gain a deeper understanding of the scope of these interventions in bolstering success among Indigenous people in vocational education. Three axes of analysis were used to examine 24 academic papers: the interventions featured in these papers, the conception of social justice in education (i.e. equality of place, equality of opportunity, equity and inclusion, and decolonisation) underpinning these interventions, and their effects on success. The findings paint a picture of the relevance and scope of initiatives that can foster Indigenous student success in vocational education and at the same time reveal the limitations of these studies. They also show which conception of social justice in education appears the most promising. The article concludes with a brief discussion of a few fundamental elements that need to be kept in mind when developing initiatives for Indigenous people in vocational education. [ABSTRACT FROM AUTHOR]

This paper aims to illustrate the pathways of education to choose making built and implemented by the University of Turin as part of the actions foreseen by the Italian National Recovery and Resilience Plan for Orientation (PNRR Orientamento) (Ministerial Decree No. 934/2022). The theoretical choices underlying the orientation model adopted (Crișan, 2020; Di Fabio & Venceslai, 2021; Savickas, 2015; Savickas & Porfeli, 2012) are made explicit, as well as the outcomes of the survey conducted in Piedmont, Italy in early 2023 on a sample of 2575 high school students. The survey identified emerging orientation needs, which allowed to construct targeted pathways for different student groups. Then, the five educational guidance programs developed are described, which differ from one another in the extent of teacher involvement, in the expression means used and in the fruition modality. Percorsi di educazione alla scelta e consulenziale per la scuola secondaria di secondo grado. Il presente contributo intende illustrare i percorsi di educazione alla scelta costruiti e attuati dall’Università di Torino nell’ambito delle azioni previste dal PNRR Orientamento (Decreto Ministeriale n. 934/2022). Si espliciteranno le scelte teoriche sottostanti al modello di orientamento adottato (Crișan, 2020; Di Fabio & Venceslai, 2021; Savickas, 2015; Savickas & Porfeli, 2012) e gli esiti dell’indagine condotta con un campione di 2575 studenti delle secondarie di secondo grado del Piemonte, a inizio 2023. L’indagine ha consentito di individuare i bisogni orientativi emergenti e quindi di costruire percorsi mirati per le diverse fasce di destinatari. Si descriveranno quindi i cinque percorsi di orientamento messi a punto, che si diversificano per l’entità del coinvolgimento degli insegnanti, per i linguaggi utilizzati e per l’intensità del percorso.

This article aims to analyse, from a theoretical point of view, the aspects that define the education for sustainability in the context of global development policies. In this context, the phrase “sustainable education” has been described in the context of the relationship between indicators that measure the quality in education and the long-term solutions offered by the education providers to specific problems related to some fundamental areas of sustainability: social, environmental and economic. The current study aims to give arguments for an explanatory paradigm that has been taken into account which is the following: education for sustainability is a predictor of quality education.

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although numerous studies show that intelligence, measured by various tests, is a significant predictor of school achievement, this cognitive variable can only explain about 50% of the variance. It is also known that communicative language ability represents an important basis for learning subject content in the early period of formal education. One of the most comprehensive models of language ability (Bahman, Palmer, 1996), in addition to strategic knowledge, includes language knowledge that includes organizational language knowledge (grammatical and textual) and pragmatic language knowledge. Although the non-cognitive factors de facto participate in the explanation of school success, the aim of the research presented in this paper was to determine the predictive influence of intelligence and communicative language ability, i.e. organizational and pragmatic language knowledge on differences in school achievement in Serbian, English and Mathematics at the end of the first half of the fifth grade. The research was conducted on the sample of 197 fifth-grade students (51% girls, average age 11.5 months) in elementary schools in Loznica. The authors of the paper applied an adapted form of the test of communicative language abilities that was applied in research in a bilingual context (Šimonji-Černak, 2005). Revisk was used to test verbal and manipulative intelligence (Biro, 1997). We started from the assumption that organizational language knowledge, has a more significant predictive influence on differences in school performance in the above-mentioned subjects than intelligence. Hierarchical regression analysis model determined that the predictor variables of organizational language knowledge explain 36.8% - 49.4% of the variance in school achievement, while the intelligence variables are related to the achievements in Serbian and Mathematics and explain 0.6% - 3% of the variance. A significant partial contribution of pragmatic knowledge and knowledge of verbs as an element of grammatical language knowledge were determined in all three subjects, as well as the contribution of knowledge of grammatical rules only in the Serbian language. The results confirm the hypothesis and indicate that for success in the mother tongue, foreign language and mathematics it is important to develop grammatical knowledge, and pay special attention to the importance and strategies of developing pragmatic language function in the period of early formal education. [ABSTRACT FROM AUTHOR]

Copyright of Studia Paedagogica is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the effectiveness of Cognitive Restructuring and Positive Reinforcement techniques in the reduction of test anxiety among public secondary school students in Benin city, Nigeria. The pretest post-test, control group quasi experimental design was used for the study. A sample of 354 intact class students from three purposively selected public secondary schools in Benin city participated in the study. The two treatment groups (experimental groups 1 and 2) were exposed to eight weeks treatment in Cognitive Restructuring and Positive Reinforcement respectively, while participants in the control group received drug abuse education as placebo treatment. The instrument used for collection of data was the Test Anxiety Inventory (TAI). Results revealed that Cognitive Restructuring technique and positive reinforcement technique are effective in the reduction of test anxiety scores among secondary school student It was recommended that the school counsellors and school psychologists can use Cognitive restructuring and Positive reinforcement techniques to manage test anxiety behaviours. [ABSTRACT FROM AUTHOR]

BACKGROUND: Tobacco smoke exposure (TSE), defined as secondhand smoke (SHS) and thirdhand smoke (THS), is associated with negative health consequences. This study's objective was to assess the associations between home TSE status and school engagement, school success, and afterschool activity participation among school‐aged children. METHODS: We conducted a secondary analysis of 2018‐2019 National Survey of Children's Health cross‐sectional data. Children ages 6‐11 years (N = 17,466) were categorized into home TSE groups: no home TSE; THS exposure only; and SHS and THS exposure. Weighted logistic and Poisson regression models were built. RESULTS: Compared to children with no home TSE, children with home THS exposure only and SHS and THS exposure were at decreased odds of being engaged in school (AOR = 0.69, 95%CI = 0.57, 0.83; AOR = 0.63, 95%CI = 0.41, 0.97, respectively), and at increased odds of having ≥1 school‐to‐home contact about child problems in school (AOR = 1.83, 95%CI = 1.50, 2.23; AOR = 1.58, 95%CI = 1.05, 2.37, respectively). Children with THS exposure only were at increased odds of missing ≥1 school day (AOR = 1.43, 95%CI = 1.13, 1.81). Children with THS exposure only (ARR = 0.90, 95%CI = 0.83, 0.96) and SHS and THS exposure (ARR = 0.74, 95%CI = 0.61, 0.89) were at reduced likelihood of participating in a higher number of afterschool activities. CONCLUSIONS: Children exposed to home tobacco smoke are at unique risk for poorer school engagement and success. [ABSTRACT FROM AUTHOR]

Successful school leadership in disadvantaged contexts is a topic of debate in the context of the Spanish education system. There needs to be clear identification of the concept of school success and what successful school leadership means. Thanks to the research carried out within the ISSPP project in Spain, we have been able to expand our knowledge on how success is defined in disadvantaged contexts: How have principals contributed to their school’s success? How has success grown and been sustained? And how have successful principals overcome internal and external factors to build a strong professional identity that enables them to fight for social justice? The ISSPP research in Spain finally concludes that the leadership variable may be considered decisive in the learning outcomes of pupils. It is not only the context variable that would be decisive in academic results, but rather leadership capable of making the moral purpose of education a reality.

Music and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.