Syftet med denna uppsats var att utifrån Berglunds (2001) fyra idealtypiska attityder undersöka vilka attityder andraårselever på gymnasiet hade till sitt kommande arbetsliv, med samma utgångspunkt ämnade vi också att undersöka vilka attityder arbetsgivare ville se vid en nyrekrytering. Med attityder till arbete avsågs individens värderingar av vad som var viktigt med arbete. De fyra idealtypiska attityderna innefattade instrumentell-, altruistisk-, individualistisk-, och materialistisk attityd. Det första urvalet bestod av 103 andraårselever på gymnasiet fördelade över el- och energiprogram och samhällsprogram. Det andra urvalet bestod av 23 strategiskt valda arbetsgivare fördelade mellan både offentlig- och privat sektor. Resultatet av vår kvantitativa undersökning visade att den dominerande attityden bland eleverna var den materialistiska attityden, både som sammanhållen attityd och som attitydkombination. Bland arbetsgivarna visade vår kvantitativa undersökning att den attityd som premierades var den individualistiska attityden, en attityd som endast återfanns bland samhällseleverna. Undersökningen visade också att det fanns tendenser till att el- och energielever hade en mer instrumentell attityd än samhällselever. / The purpose of this paper was to draw on Berglund's (2001) four ideal typical attitudes, to examine which attitudes senior students in high school had towards their future working life, with the same starting point we also intended to examine which attitudes employers wanted to see when recruiting. With attitudes towards work meaning the individuals values of what was important with work. The four ideal typical attitudes included instrumental-, altruistic-, individualistic-, and a materialistic attitude. The first sample consisted of 103 senior students in high school distributed over electricity- and energy programs and studies of social science programs. The second sample consisted of 23 strategically selected employers split between both the public and private sector. The results of the study was that the dominant attitude among the students was the materialistic attitude, both as a coherent attitude and as an attitude combination. Among employers, our quantitative survey showed that the preferred attitude was the individualistic attitude, an attitude which could only be found among the social science students. The study revealed that there was a tendency for electricity and energy students to have a more instrumental attitude than the social science students.

Laboratory work is a big part of chemistry education in high school. During our student training placement we have noticed that the laboratory work is not fully utilized to develop students´ chemistry knowledge. This problem made us want to investigate how the laboratory work in chemistry could be set, to become more meaningful for students. We introduced two preparation methods, and examined the outcome of students learning experiences and their acquisition of chemistry knowledge. This was examined both through surveys and observation. Our study showed that it is not clear that students learn by experimenting. Several students expressed that an initial discussion did contribute to an instructive laboratory sessions and claimed that the preparation had helped them to articulate their knowledge and that it helped them to focus on the right things during the experiment. The students who had prepared themselves communicated in a more scientific manner during the laboratory work. / Laborationer är en stor del i kemiundervisningen i gymnasiet. Under vår VFU, verksamhetsförlagd utbildning, har vi noterat att laborationer inte utnyttjas fullt ut för att utveckla elevernas kunskaper. Denna problematik gjorde att vi ville undersöka hur laborationer i kemi kan utformas för att bli mer betydelsefulla för elever. Vi undersökte i vilken utsträckning eleverna erfar att laborationer bidrar till förståelse för kemi. Vi introducerade två förberedelsemetoder och undersökte vilket inflytande dessa hade på elevernas lärande och deras tillägnande av kemikunskaper. Detta undersöktes både genom enkäter och observationer. Vår studie visade att det inte är självklart att eleverna lär sig genom att laborera. Flera elever uttryckte att en inledande diskussion hade bidragit till en lärorik laboration och menade att förberedelsen hade hjälpt dem att sätta ord på deras kunskaper samt att den hjälpte dem att fokusera på rätt saker under laborationen. De studenter som hade förberett sig kommunicerade på ett mer vetenskapligt sätt under laborationer.

The purpose of this essay is to examine how high school students (age 13 to 19) search for information on the web and in databases. Furthermore, it aims to look into how critical of sources they are. The questions asked was: how the students search for information in digital media? Which kind of sources do the students use? How they evaluate the information they find? Do they get any education in information retrieval and source evaluation? To answer these questions students were interviewed in groups about their information retrieval behavior. Furthermore two school librarians were interviewed about their experience of the students’ information retrieval.During the interviews it was clear that the students had received quite sparse instructions on the subjects of information retrieval and criticism of the sources. Some students did not even know what the latter was. Their methods for information retrieval were quite simple and, especially in the case of the younger students, without much thought behind. Their main strategy seemed to be Google and Wikipedia.From the interviews with the school librarian I learned that one of the reasons the students do not receive instructions in the above mentioned subjects is the lack of interest from the teachers. The librarians thought that the solution was to build up a stronger relationship with the teachers.

The purpose of this study was to explore junior high school students¡¦ attitudes toward learning English and achievement in learning English, and analyzed the significant differences between student came from different backgrounds, students¡¦ attitudes toward learning English and achievement in learning English. Stratified sampling was conducted to recruit 470 junior high school students who are 2nd graders in Kaohsiung city. All participants completed the questionnaire of ¡§attitudes toward learning English scale¡¨ which was developed by the investigator. Descriptive statistics, independent t-tests, one-way ANOVA, spearmann¡¦s rank correlation test and chi-square test assessed the similarities and differences among groups. The initial findings were as follows: 1.The attitudes toward learning English of junior high school students are good. 2.Huge gaps are found in low and high achievers¡¦ achievement in learning English. 3.Female students¡¦ attitudes toward learning English are significantly higher than male students¡¦. 4.Students with longer time spending in learning English showed significantly higher scores in attitudes toward learning English scale than those who spent fewer time in learning English. 5.Students came from families with higher educated parents presented significantly higher scores in attitudes toward learning English scale than those who came from families with lower educated parents. 6.Students who received more support from family members presented significantly higher scores in attitudes toward learning English scale than those who were lack of support from family members. 7.Number of years of learning English showed significant effects on the attitudes toward learning English scale. The more time students spent in learning English, the better achievement they accomplish. 8.Students who attained private English tutoring presented significantly higher scores in attitudes toward learning English scale than those who only learned English from formal school education. 9.There were significantly positive correlations among students¡¦ attitudes toward learning English and achievement in learning English. Results hopefully contribute to further researches in student¡¦s attitudes toward learning English and achievement in learning English. Suggestions are provided to parents as well as school teachers.

This mixed methods study investigates how ecological factors influence the decisions urban Hispanic middle school and high school adolescents make concerning their college and career aspirations. I examine the academic aspirations, career aspirations, the influence of peers, teachers, and parents of seventh-, eighth-, ninth-, and tenth-grade urban Hispanic adolescents, and gender roles in college and career aspirations through the lens of Bronfenbrenner’s ecological subsystems theory. Participants took the Student Career Assessment (SCA) survey consisting of Likert-type multiple choice questions and open-ended questions to assess their college and career aspirations. Quantitatively analyzed data examined the extent urban Hispanic middle school and high school adolescents were influenced by items on scales of encouragement, literacy, and education and whether there were differences by gender and grade level. Student responses as to why they chose a specific career were analyzed qualitatively. Combined results for urban Hispanic middle school and high school adolescents show a) both genders are interested in finishing high school and going to college, b) Hispanic females are encouraged more than males to pursue their college and career aspirations, c) more females than males know their career aspiration, but the majority of students do not know how to prepare for their chosen career, e) females have more confidence in their literacy skills than males. The more confidence Hispanic high school students have in their literacy skills, the more likely they are to graduate from high school. Implications for future research should involve conducting studies in the areas of college and career aspirations of urban Hispanic adolescents using random sampling. More gender studies involving the college and career aspirations of urban Hispanic adolescents would significantly add to the current body of knowledge.

This study examines the correlation between the self-perceptions of junior high school students in Kaohsiung city and their academic performance in each major subject area taught under Kaohsiung city¡¦s nine-year compulsory education system. Key research objectives include: Examine the influences of personal variables on junior high school student self-perception and academic performance within the 9-year compulsory education system; and determine correlations between the self-perception and academic performance; and offer practical suggestions can better assist junior high school students to cultivate self-perceptions that are both active and positive. The authors used the ¡§Self-Attitudes Questionnaire¡¨, revised by Mr. Wei-fan Kuo, as a primary data-gathering tool. The subjects of this research were junior high school students (grades 7 through 9). After categorizing schools as ¡§large¡¨, ¡§medium¡¨ or ¡§small¡¨ (based on student population), the authors chose target schools by randomly selecting three (3) from each category. Finally, a computer was used to select at random one class from each of the nine selected schools. Data collected for this study included completed self-attitude questionnaires and students¡¦ semester grade reports. The authors employed one-way ANOVA, Pearson product-moment correlation, gradual multiple regression, and T-Test analysis methodologies to test hypotheses. Research Findings: At present, the overall rating for self-perception among junior high school students studying in Kaohsiung Municipality is higher than the national average. The sex of respondents was found to affect self-perception significantly in all categories and at each level of academic performance. Differing social / economic backgrounds of families had a significant impact on self-perception in all categories and at each level of academic performance, and Study results indicate that level of self-perception is a regressive predictor of academic performance. Based on the above findings, the authors offer the following practical suggestions: I.The academic curriculum should foster the development of a positive and active sense of self-perception in students; II.Effectively managing the factors that influence students¡¦ self-perception can effectively assist in the prevention / rectification of self-perception problems. III.Students coming from families in lower social or economic strata should be afforded special attention and support. IV.Educators should note and attend to the differing needs of individual students in the classroom.

This study intended to investigate the role of perceived social problem solving, narcissism, self-esteem, and gender in predicting aggressive behaviors of high school students. The sample consisted of 825 participants recruited from five high schools in Ankara. Buss-Perry Aggression Questionnaire (BPAQ), D&#039 / Zurilla and Maydeu-Olivares Social Problem Inventory-Revised (SPSI-R), Ames, Rose, and Anderson Narcissistic Personality Inventory (NPI), and Rosenberg Self-Esteem Scale (RSES) were used as the data collection instruments. Standard Multiple Linear Regression Analyses were performed to investigate predictive value of social problem solving (i.e., negative problem orientation, rational problem solving, impulsivity/carelessness style, and avoidance style), narcissism, self-esteem, and gender in understanding high school students&rsquo / aggressive behaviors (i.e., physical aggression, anger, hostility, and verbal aggression). Results of the present study indicated that gender, narcissism, impulsivity/carelessness style, negative problem orientation, and rational problem solving were significantly related to adolescents&rsquo / physical aggressive behaviors. However, self-esteem and avoidance style did not significantly correlate with physical aggression. Moreover, negative problem orientation, narcissism, impulsivity/carelessness style and gender were significantly related to anger / conversely the relationship between anger and self-esteem, rational problem solving, and avoidance style were not significant. Furthermore, although there was a significant correlation between hostility and negative problem orientation, self-esteem, narcissism, and rational problem solving, there was no significant relationship between adolescent hostile behaviors and avoidance style, impulsivity/carelessness style, and gender. Finally, impulsivity/carelessness style, narcissism, rational problem solving, and gender were significantly related to adolescents&rsquo / verbal aggressive behaviors, nevertheless self-esteem, negative problem orientation, and avoidance style did not significantly correlate with verbal aggression. Theoretical and practical implications and recommendations for future research have been presented.

No description available.

Thesis (Ph. D.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 145-161).

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 170-175).