In the last 20 years, much attention has been paid to learners’ demotivation. Researchers have conducted many studies on second/foreign language learning demotivation from the perspectives of social culture, social psychology, and so forth. In China, related studies have mainly focused on college students’ demotivation; scant attention has been paid to senior high school students. Regarding scale development, although much progress has been made, there remains a need for a scale with high reliability and validity that is (...) suitable for students in the basic education stage. Therefore, based on previous studies and choosing Chinese senior high school students as participants, this research study developed a scale with 55 items, and exploratory factor analysis was used to develop a 28-item scale with six dimensions. The six-dimensional construct encompasses teacher knowledge, important others, teacher responsibility, learner-related factors, learning contents, and critical incidents, which are the key factors leading to English learners’ demotivation. Among them, the factor of critical incidents is new and has been overlooked by other researchers. Moreover, the descriptive analysis demonstrated the degree to which the demotivators influence learners, and the independent samples t-test found a significant difference in the impact of critical incidents in terms of the students’ language proficiency. Ultimately, four suggestions are put forward to remotivate and sustain learners’ motivation. (shrink)

Senior high school is known to be part of the newly implemented K-12 program in the Philippines' educational system. Hence, this program added two years to the academic learning program of students, which mainly focuses on different theoretical and vocational strands that aim to prepare and fully furnish the students for education and employment in the future. Due to adjustments to new online learning amidst the pandemic, students begin to experience various challenges, primarily social support and mental well-being. (...) Hence, this study investigates the relationship between social support and anxiety with 160 respondents from private schools. The findings revealed that social support and anxiety have a significant relationship (r=0.126). (shrink)

The current situation amidst the pandemic has caused such negativities to people, especially among students. It has affected thewell-being and happiness that everyone experiences. In, on the other hand, students who were enrolled amidst the pandemic were more likely to experience mental exhaustion such as anxiety and depression, as this current situation limits and affect their academic performances and the level of happiness they feel. This study investigates the relationship between happiness and depression among senior high school students (...) here in the Philippines. The findings revealed a significant correlation between happiness and depression (r=0.041). (shrink)

Due to the COVID-19 Pandemic, several changes have been forcibly made and observed in various fields and areas of society, one of which include the field of education; the foundation of the formation of intellect and knowledge. After two years of studying indoors and private educational institutions holding virtual classes, the time has finally come for students to be re- adjusted once more to the blended mode of learning; a combination of virtual and in-person classes. Thus, this study aimed to (...) investigate the development of students’ study habits and how these habits could potentially affect the students’ academic achievement or performance. The study utilized a descriptivecorrelational design to examine the impact of study habits to the academic performance of 137 senior high school students. The study made use of the Palsane and Sharma’s Study Habits Inventory, or also known as PSSHI, and using this instrument, the study has been able to procure sufficient results that will answer the present study’s problems. Using linear regression analysis, the present study found that there was a significance between the study habits and academic performance of the senior high school students, thus the study’s null hypothesis was eventually rejected. (shrink)

Because of the COVID-19 pandemic, procrastination has become commonplace due to changes in teaching and learning, which trigger students' academic burnout. As a result, it has increased the intensity of procrastination among students who are enrolled in online learning programs. As a result, students have difficulty as a result of the rapid change from in-person learning to online learning. The study investigates the relationship between academic burnout and procrastination among 150 grade 12 senior high school students. Hence, this (...) study employed a correlational design. Based on the inferential analysis, the r coefficient of 0.71 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between academic burnout and academic procrastination among grade 12 senior high school students. (shrink)

The COVID-19 outbreak had a profound impact on many facets of society, particularly on the educational system. Therefore, all educational content must be delivered to students online, and it is the student’s responsibility to adjust to this new norm. Hence, this study sought to investigate if there is a significant relationship between self-efficacy and resilience among senior high school students. This study utilized correlational research, with the 150 grade 12 senior high school students enrolled in 2022-2023 (...) as respondents. Thus, the researchers employed General Self-Efficacy and Resilience Scale. Finally, the statistical analysis reveals that the r coefficient of 0.53 indicates a moderate positive correlation between the variables. The p-value of 0.00, less than 0.05, leads to rejecting the null hypothesis. Hence, a significant relationship exists between self-efficacy and resilience among senior high school students. (shrink)

This study investigates the relationship between mental health and emotional intelligence among senior high school students in a public school. Thus, the study employed a correlational design to measure the relationship between mental health and emotional intelligence among 152 Grade 12 senior high school students in a public school. Hence, to measure the study’s variables - Mental Health Inventory and Emotional Intelligence Scale (EIS) were utilized. Based on the inferential statistics, the r coefficient of 0.32 indicates (...) a low positive correlation between the variables and a p-value of 0.00, indicating a significant relationship between the respondents' mental health and emotional intelligence. Implications and recommendations were discussed in the study. (shrink)

Mental health among students is one of the major concerns amidst the pandemic. Employing a correlational design, this study investigates the relationship between emotional intelligence and mental health among 152 senior high school students. Based on the statistical analysis, the r coefficient of 0.82 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between emotional intelligence (...) and mental health among senior high school. Implications were discussed in the study. (shrink)

Self-esteem can influence educational success, and educational success can also be influenced by self-esteem. Hence, high self-esteem has been recognized as a key predictor of academic success in students. Thus, this study investigates the relationship between self-esteem and anxiety of senior high school students. Employing descriptive-correlational design with 194 senior high school students enrolled in private schools during the school year 2021-2022. Based on the statistical analysis, there is a correlation between self-esteem and anxiety (...) (r.=.125). (shrink)

Moral education is a core component of ideological and political courses in primary and secondary schools and universities in China, and also an important part of contemporary Chinese Marxist educational theory and practice. In Chinese senior high schools, the main curriculum and platform for moral education is ideological and political courses. The Ideological and Political Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revised) issued by the Ministry of Education of the (...) People’s Republic of China explicitly includes a course on logical thinking in the ideological and political curriculum in general senior high schools, strengthening the importance of logic in moral education there. In this paper, the authors explain the necessity of intensifying logic training for contemporary Chinese teenagers, introduce and interpret the relevant contents in the Ideological and Political Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revised), and put forward some theoretical suggestions on how to conduct teaching on the subject of logic. (shrink)

General Technology Course in senior high school focuses on skill training and the connection and comprehensive application of interdisciplinary knowledge, and it is a compulsory course for cultivating students' creative potential. However, GTC in domestic senior high school has low teaching efficiency and fails to cultivate students' creativity well. Fortunately, after years of theoretical and practical research in China, the Maker Education, which focuses on cultivating students' innovative ability, has produced well-recognized applied research results. For this (...) reason, this paper integrates the theories of ME into GTC. Combined the characteristics of ME and GTC, and followed the process of creation and the law of the expression of personality traits, we build a model of GTC based on ME to improve students' creativity effectively. In order to improve and optimize the designed teaching model, this study carried out three rounds of Action Research, designed the practical activities of GTC in senior high school, and revised the teaching model through action, observation and reflection continuously. Finally, this paper designed an experimental group and a control group. The experimental group adopts the recommended General Technology teaching model, and the control group adopts the traditional teaching model. Students were asked tested to take pre-test and post-test, and SPSS was used for analysis of ANCOVA and T-test. After analysis, the following experimental results were obtained: the teaching model proposed in this paper can improve students' creativity significantly and effectively; the adventurous, curiosity, imagination, challenge of students also have significant positive improvement. (shrink)

To understand the impact of social, financial, cultural capitals, negative culture, and socioeconomic status of families on educational aspiration in the senior high school student athletes, it will be beneficial to promote their career developments. The purpose of this study is to explore the influence of ethnicity, year of sport experience family income, the educational expectations of significant others, and the three aforementioned types of capital on educational aspiration among the senior high school student athletes. This (...) study was conducted with a sample of 262 U-18 male baseball student athletes. Of the participants, 20.20% had attained the qualifications to play on the national team. The results showed that monthly family income positively affected social capital and positively indirectly affected educational aspirations through social capital, whereas monthly family income negatively affected negative culture and positively affected educational aspirations through negative culture. Moreover, social capital positively affected educational aspirations compared with negative culture negatively affected educational aspirations. The results serve as a reference for the formulation of educational policy as it relates to student athletes. (shrink)

Making a career decision is one of the most complex development tasks faced by high school students who will graduate from school. Students need to believe that they would succeed in their effort to do the necessary tasks during the process of career decision-making. This belief is referred to as a career decision self-efficacy. This study examined the influence of parenting style on career decision self-efficacy through the mediation of proactive personality in senior high school students. A (...) total of 949 participants were involved in this study. Data were collected using Career Decision Self-Efficacy Scale-Short Form, Parental Authority Questionnaire, and Proactive Personality Scale. Data were analyzed using the regression technique with the Macro Process from Hayes. The regression results show that fathers’ and mothers’ authoritative parenting directly affect career decision self-efficacy; fathers’ and mothers’ authoritarian parenting, as well as mother's permissive parenting, affect the career decision self-efficacy only through the mediation of proactive personality. Also, fathers’ permissive parenting did not have a significant effect on career decisions self-efficacy either directly or indirectly through a proactive personality. Therefore parents – both father and mother – need to involve in developing career decision self-efficacy of their children through parenting process, especially authoritative parenting. (shrink)

Based on the life history theory and broadening construction theory, the study aimed to investigate the influence of Machiavellianism on the learning-related subjective well-being and the underlying mechanism, 582 Chinese senior high school students including 289 girls and 310 boys were recruited to participate in this study, and they anonymously filled out questionnaires regarding Machiavellianism, learning-related subjective well-being, gratitude, and subjective family economic level. The results showed that: a higher level of Machiavellianism was associated with a lower level (...) of learning-related subjective well-being; gratitude partially mediated the relationship between Machiavellianism and learning-related subjective well-being; subjective family economic level moderated the links between Machiavellianism and learning-related subjective well-being, and between gratitude and learning-related subjective well-being. This study explained how and when Machiavellianism affected Chinese senior high school students’ learning-related subjective well-being and provided a deeper understanding of the relationship between Machiavellianism and learning-related subjective well-being. (shrink)

This study aimed to develop cross-domain deep learning courses of artificial intelligence in vocational senior high schools and explore its impact on students’ learning effects. It initially adopted a literature review to develop a cross-domain SPOC-AIoT Course with SPOC and the Double Diamond 4D model in vocational senior high schools. Afterward, it adopted participatory action research and a questionnaire survey and conducted analyses on the various aspects of the technology acceptance model by SmartPLS. Further, (...) this study explored the impact on the effects of deep learning and knowledge-ability learning of artificial intelligence after 16 weeks of course teaching among 36 Grade I students from the electrical and electronic group of a vocational senior high school. This study revealed that the four stages of the SPOC-AIoT Teaching Mode of the Double Diamond 4D model may effectively guide students to learn AIoT knowledge and skills. Based on the technology acceptance model, the analysis of learning and participation in SmartPLS indicated that this model conformed to the academic fitness requirements of the overall model. After learning with the SPOC-AIoT Teaching Mode, the learning effects of students in AIoT have been significantly improved to a positive aspect. Finally, some suggestions were put forward to promote the development of the SPOC-AIoT Teaching Mode Course in the future. (shrink)

Based on the control-value theory, this study qualitatively investigated the relationship between control-value appraisals, achievement emotions, and English-as-a-foreign-language performance, and explored other antecedents of achievement emotions in addition to control-value appraisals. Data were collected from six Chinese high school students through two semi-structured interviews and one focus group discussion. With thematic analysis, data were analyzed under the framework of the CVT using NVivo 11.0. Results indicate that high perceived control, high perceived extrinsic, and intrinsic values were interactively (...) associated with enjoyment, pride, and hope. Low perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions and more negative achievement emotions like fear. High perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions, and more negative achievement emotions like anguish. Besides, positive achievement emotions were positively associated with EFL performance, while negative achievement emotions were negatively associated with EFL performance. Moreover, factors inside the classroom, factors outside the classroom, and personal factors were found to be the antecedents of achievement emotions in EFL learning. (shrink)

This study investigated the effects of internal and demographic variables on civic development in late adolescence using the construct civic purpose. We conducted surveys on civic engagement with 480 high school seniors, and surveyed them again two years later. Using multivariate regression and linear mixed models, we tested the main effects of civic purpose dimensions (beyond-the-self motivation, future civic intention), ethnicity, and education on civic development from Time 1 to Time 2. Results showed that while there is an overall (...) decrease in civic engagement in the transition out of high school, both internal and social factors protected participants from steep civic decline. Interaction effects varied. Ethnicity and education interacted in different ways with the dimensions of civic purpose to predict change in traditional and expressive political engagement, and community service engagement. (shrink)

The learning process of both students and teachers can be predicted based on the learning mode. Therefore, because of the COVID-19 pandemic, schools must start using online learning and abandon more traditional teaching techniques. Thus, this study investigates the relationship between self-efficacy and academic resilience among 150 senior high school students. Thus, the researchers employed General Self-Efficacy and Resilience Scale. Finally, the statistical analysis reveals that the r coefficient of 0.78 indicates a high positive correlation between (...) the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between self-efficacy and resilience among senior high school students. (shrink)

The current study seeks to validate L2 grit measure among 637 Chinese senior middle school students using a bifactor modeling approach. To do so, we first assessed and compared four alternative measurement models including CFA, bifactor CFA, ESEM, and bifactor ESEM models. Among these models, CFA exhibited the poorest fit to the data collected from the sample. ESEM showed partial fit to the data with a slightly lower factor correlation between two components of L2 grit than CFA. Two bifactor (...) models demonstrated excellent fits to the data. The more parsimonious bifactor CFA model was selected as the optimal one. Based on the bifactor CFA model, we confirmed measurement invariance across gender and predictive validity of L2 grit on subsequent language achievements. Based on these findings, methodological and pedagogical implications were discussed. (shrink)

At the height of the COVID-19 pandemic, stringent lockdowns and sudden adjustments were enacted, both of which had a devastating effect on the economy of the Philippines and the method of education that was in place at the time. This resulted in shifts and serious challenges for everyone, particularly pupils from marginalized homes. Hence, this study employed a correlational design to determine if there is a significant relationship between academic burnout and academic procrastination among 150 grade 12 senior (...) class='Hi'>high school students. The researchers used two instruments: Academic Procrastination Scale (APS) and Maslach Burnout Inventory (MBI) to measure the variables. Moreover, the statistical analysis reveals that the r coefficient of 0.80 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between procrastination and academic burnout among grade 12 senior high school students. (shrink)

It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers (...) Association reports that in English-speaking Canada there are over 28,000 senior high school students studying philosophy in over 440 schools, and philosophy is now a Teachable Qualification. In the USA, the Philosophy Learning and Teaching Organization was founded in 2009 to create a network of pre-college philosophy teachers. With the loss of its founders—Matthew Lipman, Ann Margaret Sharp and Gareth Matthews —the Institute for the Advancement of Philosophy for Children is developing a digital archive in P4C. My original article was inspired by the design and pilot of a new philosophy elective for the Victorian Certificate of Education. This initiative garnered considerable interest from the P4C community because many believed that the decision to offer a VCE philosophy elective reflected the effectiveness and popularity of P4C in elementary schools, and the new philosophy elective would establish P4C as an essential prerequisite for the study of philosophy in senior secondary school and at university. In my view, enthusiasts overlooked an important difference in the conception of philosophy informing the new philosophy elective: it introduced students to the theoretical or academic discipline of philosophy, whereas P4C conceived of philosophy as a wisdom tradition—otherwise known as the art of living. (shrink)

Autonomous learning capacity is a key competency that supports teachers’ professional development. In this study, a stratified sampling method was used to recruit 396 junior and senior high school mathematics teachers in T city, one of the provincial city in China. A questionnaire with high reliability and validity developed prior to the study by the researchers was employed to measure their autonomous learning capacity and differences across groups. Twelve teachers were then selected for interviews. The results showed (...) satisfactory overall performance. By subdimension, teachers’ performance was the best in the development of study plans, followed by evaluation of learning outcomes, while they needed improvement in learning habit formation and proficiency in using learning methods. Furthermore, the analysis of differences across groups indicated that for autonomous learning capacity, female teachers were significantly better than their male peers; junior high school teachers were better compared to those in senior high school; teachers aged 41–50 underperformed those aged 51 and above; teachers who work in rural areas and townships did not perform worse than urban teachers; and those with doctoral degrees did not demonstrate considerable advantage over others. There were no significant differences in the overall autonomous learning capacity across years of teaching and job title groups. However, in the subdimensions, those with 21–30 years of teaching experience had lower proficiency in using learning methods and evaluation of learning outcomes, and teachers with senior titles did not demonstrate expected advantages in learning habit formation. (shrink)

This article conveys some of the findings from a hermeneutic-phenomenological study on lived experiences of school failure. The informants were students in Swedish senior high schools and teenagers in Swedish juvenile institutions. Contrary to the common belief that school failure is related to low grades or failing exams, the students’ descriptions of lived experiences of failure had little to do with intellectual shortcomings. The students’ interpretation of my research question did not encompass cognitive deficiencies. They rarely spoke (...) of failure to understand, or failure to meet scholastic demands. Instead, the students offered stories about failure to behave according to expectations and the way in which they experienced their teachers’ reactions to this ‘deviant’ behaviour. Thus, the question of school failure did not revolve around the students’ cognitive knowledge and proficiency – or lack of thereof – but around the hidden curriculum. The feelings the students lived through while experiencing failure included lack of trust, confidence, belief, joyfulness, patience, hope, and serenity. The study has moral implications for pedagogical practice and the formative relationship between teachers and students. Indo-Pacific Journal of Phenomenology , Volume 12, Special Edition May 2012. (shrink)

This paper explores the effects of performativity on the culture of a Scottish secondary school, Lochview High School. This is set against a backdrop of the Scottish education policy context which in recent years has been heavily focused on reducing the poverty-related attainment gap, namely through the Scottish Attainment Challenge (SAC). The analysis of the empirical data is supported by a cultural and ecological framework which emphasises the interwoven and complex nature of the school system. In particular, the paper (...) provides a critique of accountability and performative agendas which often run counter to other national agendas, such as the SAC. Through observations, staff interviews (teachers and senior management), and student interviews, task-based activities and group discussions, the data suggests performative and accountability measures are inextricably woven through the education system within which Lochview is situated. Despite this, Lochview provides a case study of a school which successfully navigates competing agendas. However, it is not without its struggles, but the school community often finds rewards and benefits in the positive school culture which develops as a result of responding to the local community’s needs. (shrink)

Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors moderate this relationship. The purpose of this study was to analyze the link between MA and math performance. Studies that explored the relationship between MA and math performance, conducted from 2000 to 2019 (84 samples, N = 8680), were identified and statistically integrated with a meta-analysis method. The results indicated a robust negative correlation between MA and math performance. Furthermore, regarding the (...) analysis of moderator variables, this negative link was stronger in the studies that involved Asian students, whereas it was the weakest in the studies that involved European students. Moreover, this negative link was stronger in the studies within a senior high school group, whereas it was the weakest in the studies within an elementary group. Finally, this negative link was strongest among studies that used a custom test and studies that assessed problem-solving skills. Potential explanations and implications for research and practice are discussed. (shrink)

The objective of the study was to develop a structural model that explores the relationship between Mathematics Performance and students’ self-regulated learning skills, grit, and expectancy-value towards science, technology, engineering and mathematics (STEM). The research collected survey data from 664 senior high school students from 17 STEM high schools, and conducted a covariance-based structural equation modeling (SEM) analysis. The results of the SEM analysis indicate that the Re-specified Self-Regulated Learning Skill – Expectancy-Value towards STEM – Grit (...) – Mathematics Performance (Re-specified SRL-EV-GR-MP) model is the most parsimonious fit, offering the best empirical support for the theoretical model of the study. The research findings suggest that the mathematics performance of senior high school students in STEM curriculum is attributed to their high expectancies for success and perceived values of the STEM tasks, high grit, and high self-regulated learning skills. Moreover, the research also observed evidence of mediating and moderating grit effects in the concurrent effects of expectancy-values towards STEM and self-regulated learning skills towards students’ mathematics performance. (shrink)

This study analyzed consumers' willingness to pay for non-pirated computer software and examined how attitudes toward intellectual property rights and perceived risk affect WTPs. Two commonly used software products, Microsoft Windows and Microsoft Office, were used in the study as objects to reveal consumer assessed values. A consumer survey was administered in Taiwan and the total valid samples were 799. Respondents in this study included students from senior high schools, colleges, and graduate schools, and general consumers (...) who were no longer full-time students. The estimated average WTP for Windows was USD 58.55 and for Office was USD 53.49, much lower than the respective suggested retail prices in the market. Social norms had strong positive influences on willingness-to-pay for software products. The prosecution risk did not significantly increase WTPs for software products due to the reason that individuals who used pirated software were not at a high risk of being prosecuted. Performance risk was positively correlated to WTPs for software products. The respondents segmented into the low-WTP cluster were more likely to use pirated software than those in the high-WTP segment. Source reliability, legitimacy, technical support, and customer service were emphasized in decisions of respondents in the high-WTP segment and could be used in marketing strategies. (shrink)

This is the first comprehensive overview of the influence of Platonism on the English literary tradition, showing how English writers, including Chaucer, Shakespeare, Milton, Blake, Wordsworth, Yeats, Pound and Iris Murdoch, used Platonic themes and images within their own imaginative work.

The notion of educating the ‘whole child’ invites suspicion because of the value-laden assumptions carried by such a goal. I argue that the intuitive appeal of the notion reflects the meaning of education but that the goal is also implicit in P4C in its respect for wholeness in content, rationale and practices whereby the learner is honoured and engaged. In this paper, I focus on the senior high school curriculum in which the rich resources of philosophy can speak (...) to the broad range of students’ questions and concerns: intellectual, existential and social, addressing their ‘whole’ persons with its legacy of wisdom. (shrink)

Recent studies of political attitudes have documented increasing support for women political candidates among college students and adults. This study examined junior and senior high school student's attitudes toward women in politics and analyzed the effect of gender and race on their attitudes. We found that adolescent girls had very positive and optimistic views of the role of women in politics; adolescent boys, particularly blacks, had more negative and pessimistic views.

This article discusses women's positions in higher education in Europe and compares these with a case study analysis of senior women at one `new' UK university. The study comprises interview data from 22 senior women in both academic schools and departments and in functional departments. The main findings include substantial differences between younger and older women in their career progression. While for both groups having children was a major in uence, the older women, especially the academics, had (...) to weave their career developments around those of their husbands and caring for their children. Nevertheless, they displayed strong entrepreneurial tendencies, becoming highly skilled at spotting and seizing opportunities. The younger women were more selfconfident in a `postfeminist' period where young women often assume equality has been achieved and material support systems such as childcare is well established. In contrast with the older women, they fitted their family lives around their careers. Balancing their gender had become central to both their private and their work lives. The older women were sensitive to the subtle homosocial culture, attitudes and norms in the university, while the younger women relied more on a meritocratic approach to their careers, and were seemingly less aware of the institutional gendered power relations. Neither group showed signs of collective working or networking in the interests of themselves or women generally in the university. These characteristics imply that while the proportion of senior women may continue to increase, the strongly gendered culture is less likely to be challenged. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:IJIME Paul Dumouchel Université du Québec à Montréal In Japan, in particular in junior and senior high school, there is a violent phenomenon known in Japanese as ijime, a term which could be translated as bullying. While the word may be culturally marked, the phenomenon it describes is certainly universal. Bullying is a process through which a child becomes the victim of one or more of his (...) classmates. A bully is a little brute, a person who pushes with his elbows, steps in front ofothers and, generally, brutalizes his comrades for no reason, it seems, except because he can. A bully is a torturer, and bullying refers to the set of actions involving torment, molestation, persecution, teasing, harassment, in short the set of cruelties and vexations inflicted on the victim. This is something which exists at every latitude, but in Japan it sometimes takes on disturbing proportions, both in terms ofnumber and seriousness of incidents. Between the beginning of the year and April 1995, it was possible to identify four suicides which clearly resulted directly from bullying, in other words where notes (generally called "testaments") left by the suicide victims explicitly stated that the cruelty ofwhich they were the victim was the reason for their suicide. Four suicides between January and April, in other words an average ofone per month. This is enough to raise a few questions.1 Japanese educators, sociologists and journalists often wonder, especially during bad years like 1 995, what could be the cause, origin or reasons for the ijime phenomenon. In general, they blame the greater individualism characteristic ofthe period since the war, the excessive competition typical of both Japanese society and school, the father's reduced role in family discipline, or the fact that children in today's society of abundance are too 'The important information, which I do not have, would be to compare the number of ijime related suicides to the total number of suicides in Japanese high-schools. 78Paul Dumouchel weak or spoiled. In short, the phenomena invoked are all related to the modernization of Japan, even to its recent modernization, that which has taken place since the end ofthe war. I tend to believe that ijime is not linked so much to the modern world, to anomy, individualism, excessive competition, as it is to the immemorial origin ofsociety (and notjust that of Japanese society, of course). Likewise, I tend to believe that incidents of bullying are not accidents, that they are not malfunctions, ruptures within the Japanese education system, but to the contrary a virtual institution, events which until very recently were relatively normal. It is not that I believe such persecution is the result of an open policy, much to the contrary: the phenomenon is much more fundamental than that. The high number of incidents of bullying which are reported now, and which are found in all sociological studies and research, do not indicate so much that the phenomenon is more frequent than before as they do that it is working less well, that it is beginning to crumble and that it is becoming possible to talk about it and see it. Allow me to explain. Numerous studies on Japan (see for instance, Benedict 253-316) provide certain reasons for thinking that the phenomenon of ijime among secondary school students is not recent, that it can be traced to the pre-war period, and perhaps even further back. (I do not know whether this phenomenon was present in the period preceding the Meiji era. It would be interesting to see if phenomena ofthe same sort already existed in the temple schools which were responsible for most education during the Edo period.) The little information I have been able to find on this subject (during the Meiji period) seems to indicate that the victim perished more often in the hands of his torturers than he did by his own hand. However this is nothing but an assertion. (We will see below why it is unlikely we will find easy access to information on ijime in ancient Japan.2) It is true that Japanese elementary and secondary schools are very restrictive for students, but they are so in their own... (shrink)

Adopting free word association test, the present study investigated the developmental features of Yi students’ Chinese mental lexicon. Eighty primary school students and 85 senior high school students in two typical Yi-Han bilingual schools in Yuexi County were recruited as the research subjects. With Yi language as their L1, all the participants started learning Chinese after entering primary school. The stimuli were 108 words selected from the 9,000 most frequently used words in modern Chinese, including 36 nouns, (...) 36 verbs, and 36 adjectives. The responses were analyzed using the framework proposed by the responses were analyzed using a three-layer framework. The results showed that the mental lexicon of Yi primary and middle school students were mainly connected with each other by meanings, with form-based connection followed. Compared with previous studies, their phonological associations accounted for a relatively higher proportion, while semantic associations were relatively weakened. Syntagmatic associations were of primary importance, with paradigmatic and encyclopedic associations followed. While syntagmatic relation was centered on determinative and governing associations, paradigmatic relation was dominated by adjacent and reverse associations. The development rate of syntagmatic associations was faster than that of paradigmatic and encyclopedic associations; no significant improvement was found on students’ adjacent, layer, homogeneous and supplement associations from primary school to high school. The findings generate important implications for Yi students’ Chinese language education. (shrink)

Multi-level teaching has been proven to be more effective than a one-size-fits-all learning approach. This study aimed to develop and implement a multi-level remedial teaching scheme in various high school classes containing students of a wide range of learning levels and to determine its effect of their learning. The deterministic inputs noisy and gate model of cognitive diagnosis theory was used to classify students at multiple levels according to their knowledge and desired learning outcomes. A total of 680 (...) class='Hi'>senior high school students from central provinces in China participated in the initial cognitive diagnostic test, and 1,615 high school sophomores from seven high schools in China participated in a formal cognitive diagnosis test. Thirty-six high school students from Southwestern China participated in the think-aloud protocols, and 258 seniors from three high schools in southwest China participated in the remedial teaching experiment. Through an analysis of students’ think-aloud protocols, cognitive errors of students at all levels were determined, and multi-level remedial teaching programs were designed to address these common cognitive errors. The remedial teaching programs were then implemented in three schools and compared with a control group. The results indicated that the students in the experimental group showed a more significant improvement. In this study, the steps of designing multi-level remedial teaching include assessment, classification, and preparing a teaching scheme, which are feasible and can have remarkable teaching effects. This process can be used for reference by teachers of various subjects. (shrink)

Since 2019, the COVID-19 pandemic, as a global public health emergency, has led to stringency measures of various degrees worldwide. As these measures such as social distancing measures and mandatory lockdown are intended to minimize social mobility, they have exerted remarkable impact on individuals’ mental health, particularly, adolescents and children. The mental health problems caused include fear, anxiety, sense of isolation and development of more maladaptive behaviors due to prolonged lockdown and restricted interpersonal contact. However, well adaption status and stable (...) interpersonal relationships play an important role in maintaining and promoting the mental health of adolescents and children. This study aims to gain a new sight of understanding of the mental health quality of Chinese adolescents during the COVID-19 Pandemic in terms of adaptation and interpersonal quality. The study is based on a survey on a total of 7,318 junior and senior high school students aged 12–18 years in various regions of China, and intended to examine the differences in adolescent mental health quality by sociodemographic variables such as gender, grade, urban and rural areas, only child, and parental education level. Our study finds that Chinese adolescents show an overall good adaptation and interpersonal quality during the lockdown. However there exists disparity across different categories in developmental patterns of adaptation and interpersonal quality. In addition, good family environment, moderate financial and emotional support, higher parental education level, etc. contribute to the cultivation and improvement of adolescents’ mental health quality. Finally, we suggest that the government and researchers should pay more attention to adolescents’ mental health issues in terms of adaption status and interpersonal relationships during the COVID-19 pandemic, especially for disadvantaged social groups such as girls, younger students, and low-income family students. (shrink)

Since the coming of Positive Psychology in the field of second language acquisition, the significance of emotion, especially positive emotion, has been well recognized by researchers. Educational research has indicated that both emotion and engagement play fundamental roles in learning process and psychological wellbeing, but research on their relationship is scant in SLA. The present study contributed to the development of Positive Psychology in SLA by investigating the relationships between achievement emotions, behavioral engagement, and self-reported English achievements. 633 students from (...) four senior high schools in China participated in the study. Data collected through questionnaires revealed: Participants reported a medium to high level of foreign language enjoyment, foreign language classroom anxiety, and behavioral engagement; females had a higher level of FLE and behavioral engagement than males; the participants reported more anxiety and less enjoyment than western samples; significant correlations were found between FLE, FLCA, behavioral engagement, and self-reported achievement; significant mediating effects of behavioral engagement were found between both achievement emotions and self-reported achievement, and the mediating effect of engagement was stronger between FLCA and self-reported achievement. The findings extended the nomological network of achievement emotions, developed our insights into the complex relationships between emotions, learner engagement and language achievement, and revealed the mediating effects of behavioral engagement. Finally, directions for future study and implications for foreign language educators were provided. (shrink)

Due to the close relationship among intrinsic/extrinsic motivation, regulatory focus, and creativity revealed by previous literature, intrinsic/extrinsic motivation may play a mediating role between regulatory focus and creativity. Therefore, the present study aimed to investigate the relationship between regulatory focus and creativity by combining intrinsic/extrinsic motivation. In this study, senior high school students completed the Regulatory Focus Questionnaire, the Working Preference Inventory, the Williams Creativity Assessment Packet, and the Kirton Adaption–Innovation Inventory. The correlation analysis showed that both promotion (...) and prevention focus positively correlated with intrinsic motivation; intrinsic motivation and promotion focus positively correlated with creativity personality and innovative-adaptive cognitive style; and extrinsic motivation and prevention focus negatively correlated with innovative–adaptive cognitive style. Furthermore, a path model showed that promotion focus positively predicted creativity through the mediation of intrinsic motivation. In general, our study suggests that intrinsic motivation plays a mediating role between promotion focus and creativity. Our results complement those of previous studies and serve as inspiration for the cultivation of creativity in classroom or enterprise settings. (shrink)

This study explores the learning process of 32 Chinese senior high school English as a foreign language teachers via three demonstration lessons. It was demonstrated via a data analysis of oral reports and interviews that the cognitive activity of “question,” which was considered a significant contributor to collaborative discussion, was seldom involved in the participating teachers’ learning process, and that the absence of this cognitive activity reduced their learning to individual study of the observed practical skills. The study (...) further reveals four factors that prevented the participating teachers from collaboratively constructing language teaching knowledge based on what was observed: These were their perceived purpose of the modeled lessons, their manner of making meaning, their understanding of observer–observed relationship, and their perception of professional learning. The analysis presented provides important insights for teacher educators to better facilitate in-service teachers of foreign languages learning through observation. (shrink)

The Islamic education curriculum in Indonesia tends to be partial and dichotomous. However, Muhammadiyah has reformed the holistic–integrative curriculum as a solution for the sustainability of education. This study aims to reveal a special curriculum reform in the holistic–integrative Muhammadiyah education system to solve the dichotomous problems and the inadequacy in the Islamic education curriculum in Indonesia. Furthermore, the study describes a specific curriculum model that includes all aspects of students’ personality and integrates science and technology with Islamic values. Data (...) were collected from previous studies and special curriculum documents of Al-Islam, Kemuhammadiyahan and Arabic Language (ISMUBA). Curriculum documents were obtained from elementary, junior and Muhammadiyah senior high school, published by Primary and Secondary Education Assembly of Muhammadiyah Central Board in 2017. Data analysis used a content model with a systematic and rational framework. The results showed that the special reform curriculum based on the holistic–integrative model develops students’ potentials, including spiritual, emotional, intellectual and transcendental intelligence, in an integrated manner. Contribution: The holistic–integrative curriculum is a future Islamic education model for the sustainability of private Islamic education system in Indonesia that can form a good, faithful, pious and a noble community. (shrink)

At present, many countries have lowered the minimum age of criminal responsibility to deal with the trend of juvenile crime. In practical terms, whether countries advocate for lowering the age of criminal responsibility along with early puberty, or regulating the minimum age of juvenile criminal responsibility through their policies, their deep-rooted hypothesis is that age is tied to adolescents’ psychological growth, and, with the rise in age, the capacity for dialectical thinking, self-control, and empathy gradually improves. With this study, we (...) aimed to test whether this hypothesis is valid. The participants were 3,208 students from junior high school, senior high school, and freshman in the S province of the People’s Republic of China. We subjected the gathered materials to independent-samples t-tests, one-way analysis of variance, linear regression analysis, and Bonferroni post hoc test. The influence of the age variable upon dialectical thinking, self-control, and empathy was significant, but only empathy was positively correlated with age variable ; dialectical thinking ability, and self-control ability were negatively correlated with the age variable. Bonferroni post hoc test confirmed these findings. Therefore, we concluded the following: Juvenile criminal responsibility, based on the capacity for dialectical thinking, self-control, and empathy, is not positively correlated with age. Age is not the only basis on which to judge a juvenile’s criminal responsibility. More research that directly links age differences in brain structure and function to age differences in legally relevant capacities and capabilities is needed. Political countries should appropriately raise the minimum age of criminal responsibility and adopt the doli incapax principle in the judicial process. (shrink)

This study analyzed consumers' willingness to pay for non-pirated computer software and examined how attitudes toward intellectual property rights and perceived risk affect WTPs. Two commonly used software products, Microsoft Windows and Microsoft Office, were used in the study as objects to reveal consumer assessed values. A consumer survey was administered in Taiwan and the total valid samples were 799. Respondents in this study included students from senior high schools, colleges, and graduate schools, and general consumers (...) who were no longer full-time students. The estimated average WTP for Windows was USD 58.55 and for Office was USD 53.49, much lower than the respective suggested retail prices in the market. Social norms had strong positive influences on willingness-to-pay for software products. The prosecution risk did not significantly increase WTPs for software products due to the reason that individuals who used pirated software were not at a high risk of being prosecuted. Performance risk was positively correlated to WTPs for software products. The respondents segmented into the low-WTP cluster were more likely to use pirated software than those in the high-WTP segment. Source reliability, legitimacy, technical support, and customer service were emphasized in decisions of respondents in the high-WTP segment and could be used in marketing strategies. (shrink)

The purposes of this study were to adapt Employee Aptitude Survey (EAS) test into Indonesian version and establish its psychometric properties especially for career counseling. Senior High School students in Yogyakarta (N=471) were test with EAS Indonesian version in three stages study design. Psychometric analysis supported item characteristics and reliability. Mean of item difficulty index for each subtest range from 0,467 to 0,622. The item selection based on item discrimination index ≥ 0,300. Reliability coefficients range from 0,533 to (...) 0,973 for each subtes. (shrink)