This study investigated the effect of a goal-based intervention package on future goal-setting for junior secondary school students on their future goal commitment, self-efficacy, and values related to academic learning. Participants were 85 newly admitted secondary one students in a local mainstream secondary school in Hong Kong. A self-report questionnaire was used to measure the strength of future goal commitment, perceived instrumentality of learning, self-efficacy, intrinsic value and extrinsic value of academic-related activities. Results indicated that the future goal-setting intervention package is effective in guiding students set their future goals, and in strengthening their future goal commitment, perceived instrumentality of learning, self-efficacy and intrinsic value of academic-related activities. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

This descriptive study was undertaken for the purpose of identifying the problems, benefits, and recommendations for improving secondary substitute teaching as perceived by administrators, regular teachers, substitute teachers, and students. Participants in the study included the total populations of administrators, regular teachers, substitute teachers, and students of the four secondary schools in a southwestern school district. The objectives of the study were to identify the perceptions of these groups regarding their views of the problems and benefits associated with substitute teaching and their recommendations for the improvement of substitute teaching in their school district. A two-questionnaire modified Delphi Technique was developed and used to gather the data. The Delphi I questionnaire was open-ended and asked the participants to list five problem areas; five benefits; and five recommendations for improving substitute teaching. Items for the Delphi II questionnaire were developed from the responses gathered on the first questionnaire. The population surveyed consisted of 15 administrators, 293 regular teachers, 93 substitute teachers, and 6,401 students. The participants were asked to respond on a five point Likert-type scale as to the degree of agreement or disagreement with the 27 items identified as problems; the 23 items identified as benefits; and the 25 items identified as recommendations for improvement. The data from the Delphi II questionnaire was analyzed and the means, standard deviations, and modes were determined. An analysis of variance was computed to determine differences among groups. This study is unique in that it is the first study to determine that there are perceived benefits associated with substitute teaching. It is also unique in that it surveys all four groups that are directly involved in the substitute process. The findings of this study validate the previous research in terms of the identified problems and the recommendations suggested. The fact that all groups agreed that there were numerous benefits associated with substitute teaching gives rise to the suggestion that maybe substitute teaching is more than just a babysitting service. It is recommended that, to improve substitute teaching, all four groups must realize that they are both responsible for the existing problems, and the potential solutions as well.

The purpose of this study was to examine the influence of demographic variables on the career maturity of high school students. The study intended to determine the influence of race and socioeconomic status on career maturity. Multiple intercorrelations and regressions among the dependent variable, Career Maturity Inventory Scores (CMI), and the independent variables of socio-economic status, students' career aspirations, students' career expectations, students' post-high school plans, parents' career expectations, parents' career aspirations, parents' post-high school plans, and race were computed. Regression weights for each independent variable were also computed. The Career Maturity Inventory (CMI) and a Demographic Information Inventory (DII) were administered to two hundred and eighty high school students enrolled in a high school located in the southwestern section of the United States. Instrument administration was conducted within their regular classroom by the main investigator. The final sample consisted of seventy students from each grade (9th, 10th, 11th, and 12th) and Mexican-American students and Anglo-American students were proportionally represented at each grade. A factorial analysis of variance was computed to determine the influence of SES and race on career maturity. Multiple regression analyses were utilized to examine multiple correlations among the dependent and independent variables and to establish the regression weights for each independent variable. Results demonstrated that race and SES have a statistically significant impact on career maturity. The multiple regression analysis revealed that the best predictor of career maturity for the entire sample were the students' post-high school plans, race, and the students' career expectations. The sample was divided into two ethnic groups to determine the best predictors of career maturity for each ethnic group. The multiple regression for the Anglo-American sample revealed that the students' post-high school plans was the only statistically significant predictor of career maturity. In contrast, the students' post-high school plans and parents' career expectations were the two factors found to be of significant importance for the Mexican-American group. The salient feature of these analyses is that socio-economic status is a poor predictor of career maturity for both ethnic groups. Implications of the findings are discussed and future trends regarding the assessment of career maturity are outlined.

Over the past 10-15 years, the epidemiological research literature on juvenile delinquency has suggested that there is an over-representation of males and Hispanics within the juvenile justice system, and a disproportionate number of youths having an IDEA disability, including emotional disability, learning disability, and mental retardation. In addition, juvenile delinquents tend to perform lower academically than their peers, come from low socioeconomic status backgrounds, drop out of school more often, and frequently come into contact with law enforcement agencies. Moreover, low academic achievement, male gender, and drop out contribute to the increased chances that adolescents will become involved in delinquent activities. Characteristics of juvenile delinquents also tend to be stable over time and resistant to most types of intervention.The purpose of the present study was to examine whether there were significantly greater percentages of school drop out in adjudicated versus non-adjudicated delinquent high school youths with and without an IDEA disability diagnosis. Significant differences between standardized test scores of those adjudicated and non-adjudicated youths who dropped out versus remained in school were also examined. Other variables studied in conjunction with these included gender, minority, and free/reduced lunch status.Chi-Square Tests of Independence revealed a significant association between adjudication and drop out, regardless of disability, gender, minority, or free/reduced lunch status. Chi-Square results also showed a significant association between adjudication and disability, but for non-drop out delinquent youths only. Drop out and disability was found to be significantly associated for males only.Univariate Analyses of Variance revealed significant differences in AIMS Reading standard scores between delinquents who had, versus had not, been identified as having a disability. Significant differences in reading scores were also found between those identified, versus not identified as SLD. Furthermore, an interaction effect between disability and minority status was present. Similar differences were found with respect to AIMS Math scores. Limitations and implications of findings as well as future research directions were discussed.

Competitive swimming is a sport in which "the need to succeed" is stressed and the desire to reach the optimal level of performance--physically, emotionally, and nutritionally is strong. This research sought to investigate whether there were differences in nutrient intakes, percent body fat, and body image between male and female swimmers and their non-athletic counterparts at Muncie Central High School in Muncie, Indiana.The accessible population for this study included those male and female athletes and non-athletes, ages 14 to 18, who attended Muncie Central High School during the 1989-1990 school year.The data indicated that athletes did not differ from non-athletes while males and females did differ significantly in significant differences in height between athletes and non-athletes, primarily due to the differences in the height of female athletes as males appeared to be similar, but female athletes were one-half inch taller, on the average, than female non-athletes. There were no significant differences between the weights of male between athletes and non-athletes,male non-athletes were and female athletes and non-athletes; however, male athletes were 13 lbs. lighter, on the average, than their male counterparts. There was a significant interaction, in percent body fat, significantly fatter than male athletes. There was a tendency for males to have lower scores on the Eating Attitudes Test (EAT) than females, suggesting that males were at lower risks for disorders than females.These data suggest that nutrition education programs should be planned to ensure good diets for all students, athletes, and non-athletes. / Department of Home Economics

Adolescents’ Perception of Parental Involvement Scale (APPIS) and Achievement Goal Questionnaire (AGQ) were administrated to a sample (N = 300) of Egyptian high school students to investigate the effect of students' perception of parental involvement on their achievement motivation. Parental involvement was investigated as a multidimensional concept that covers home, school, and community according to three main concepts in Bronfenbrenner's ecological systems theory. These concepts are phenomenology, microsystem, and mesosystem. Achievement motivation was investigated as a tripartite construct that includes performanceapproach goal, mastery goal, and performance-avoidance goal according to Elliot's approach and avoidance achievement motivation model.Students' perception of parental involvement was found to differ significantly by the type of parental involvement and parents' educational level. There was a significant univariate interaction effect between the type of parental involvement and parents' educational level on students' perception of parental involvement at school, while there were non-significant univariate interaction effects on students' perception of parental involvement at home and within community respectively.Students' achievement motivation was found to differ significantly by students' gender and grade. There was a significant univariate interaction effect between students' gender and grade on students' performance-avoidance goal, while there were non-significant univariate interaction effects on students' performanceapproach goal, and mastery goal respectively.Students' perception of parental involvement was found to differ significantly by students' gender and grade. There were significant univariate interaction effects between students' gender and grade on students' perception of parental involvement at home, and within community respectively, while there was a non-significant univariate interaction effect on students' perception of parental involvement at school.Students' perception of parental involvement at home has a statistically significant relationship with students' perception of parental involvement at school, within the community, and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement at school has a statistically significant relationship with students' perception of parental involvement within the community,and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement within the community has a statistically non-significant relationship with students' performance-approach goal, mastery goal, and performance-avoidance goal. Students' performance-approach goal has a statistically significant relationship with students' performance-avoidance goal, however it has a statically non-significant relationship with mastery goal. Students' mastery goal has a statistically non-significant relationship with their performance-avoidance goal. / Department of Educational Psychology

This study examines the relationship between service learning innovations and improved academics, self-concept, and social or personal growth in middle and high school students. Meta-Analysis is employed to arrive at effect-size estimates for each construct. A historical overview of service learning is presented and a detailed description of the study selection process is provided. The data revealed a moderate relationship between service learning participation and academics, self-concept and social or personal growth in middle and high school students. The findings are presented, and some appropriate conclusions are drawn. A discussion of the implications of these findings and recommendations for future research are also provided.

The primary purpose of this study was to determine the impact of a junior high school leadership program on the academic success and leadership development of its at-risk student participants. A secondary purpose, based on impact, was to evaluate the program as a potential school-based model for adolescent at-risk intervention. The leadership program investigated in this study is unique in three ways. First, the program is in a magnet school and the student population is heterogeneously mixed as to ethnicity and socio-economic status. Second, enrollment is open to all students. Third, its curriculum goals meet research-based criteria for effective intervention practices and leadership development. Academic success indicators associated with at-risk students included achievement, conduct, attendance, and school engagement. Leadership development indicators included leadership practices students had experienced and leadership positions students had held. The design of this post hoc study was the comparison of two groups of high school students who qualified as "at-risk" during their junior high years. Data collection included district or campus reports for cumulative attendance rates, grade point averages, and conduct demerits, as well as student survey responses for school activities, leadership practices experienced, and leadership positions held. Results of multivariate and univariate inferential analyses show the leadership program had a slight positive impact on the achievement and leadership experiences of at-risk student participants. Descriptive data analyses indicated a positive trend toward better conduct from program participants as well. The program did not have a significant impact on attendance, school engagement, and leadership positions students had held. While the program met criteria for effective at-risk intervention as well as exemplary leadership development, results were mixed, so evaluation of the leadership program as a model for at-risk student intervention is inconclusive. Further longitudinal research is recommended with a larger sample, using pretest and posttest measurements, group comparisons, and determination of short term and long term effects.

Bystander programs aim to prevent personal violence, such as dating violence, sexual violence, sexual harassment, and stalking. They equip community members with skills to stop the violence before it happens by engaging in active bystander behaviors such as speaking up in potentially risky situations or supporting victims. Given that victimization and perpetration of personal violence, including co-occurrence, are common among youth, high schools have begun implementing bystander programs in recent years. This study examined the relationship between high school students’ experience of personal violence and their active bystander behaviors. Using the social identity approach as a theoretical foundation, this study hypothesized that polyvictims with two types of personal violence victimization would be more active as bystanders compared to those with no or one victimization experience. The study also hypothesized that polyperpetrators with two types of personal violence perpetration would be less active as bystanders compared to those with no or one perpetration experience. The study utilized a secondary dataset from a five-year study, Green Dot across the Bluegrass, which examined the effectiveness of the bystander program Green Dot in reducing rates of personal violence. Using network visualization techniques, commonly co-occurring violence types were identified. Cross-tabulation was used to examine the relationship between experience of co-occurring violence and individual characteristics, including sex, grade, sexual orientation, and exposure to parental partner violence. One-Way Analysis of Variance (ANOVA) was conducted to examine differences in active bystander behaviors based on victimization levels and on perpetration levels. One-Way Analysis of Covariance (ANCOVA) was also used to examine differences in active bystander behaviors based on victimization levels and perpetration levels after controlling for sex, rape myth acceptance, dating violence acceptance, and exposure to the bystander program. Findings revealed that polyvictimization and polyperpetration were both significantly associated with sex, grade, sexual attraction, and exposure to parental partner violence. Polyvictims showed significantly higher levels of active bystander behaviors than those with single or no victimization. Polyperpetrators also showed significantly higher levels of active bystander behaviors than students in other perpetration categories. Future research should include contextual variables such as level of injuries, intent of perpetration, and history of violence in order to more accurately distinguish victimization and perpetration. Suggestions for practice and policies include intervention in adult intimate partner violence to reduce impact on children. It is also recommended that bystander programs to be made relevant to students who are not exclusively heterosexual. Considering the potential presence of victims among participants, the program staff should be aware of impact of trauma and be prepared to provide support as needed. Finally, more rigorous investigation of the impact of bystander programs on youth who are victims as well as perpetrators is warranted.

The purpose of this study was to determine whether Socratic questioning, an approach that builds critical thinking skills and fosters learning by constructing new knowledge, was an effective tool for improving student perceptions of the writing process. The main research question that was examined in this study was: How can Socratic questioning improve students' perceptions of writing and the writing process? Qualitative research methods were used as a framework for the design of this study as well as purposeful student sampling, triangulation of three data sources, and an extensive coding process. Findings from the study support that Socratic questioning can positively impact students: the first major finding was that student perceptions of the writing process improved, and the second major finding was that student perceptions of their own identities as writers improved as well. After the study, students found that being an effective writer was possible and that evaluation of one's writing was a vital part of becoming a better writer. Most importantly, after participating in this study, students believed themselves to be writers.