Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year

Widlund, Anna; Tuominen, Heta; Korhonen, Jari

doi:10.3389/fpsyg.2018.00297

Cited by 57 publications

(86 citation statements)

References 98 publications

(185 reference statements)

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“…Vartanova. Her research shows that adolescents refer to in-depth knowledge and successful career as important for them [3]. This has been also proofed by foreign authors who stressed that both performance and academic well-being play a certain role in training adolescent students and on finishing school [4].…”

Section: Introductionmentioning

confidence: 70%

Informal Education of Adolescents

Chernikova¹,

Sivrikova²,

Ptashko³

2018

SHS Web Conf.

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The present article reveals the concept and the significance of the informal component of educational environment designed for modern adolescents. The authors provide the analysis of Russian and foreign research in the field of adolescents education through their media-consumption; the analysis of gender disparities of self-actualization in the Internet environment. The study presents aspects of positive and negative impact of the Internet on the personal and intellectual development of adolescents, as well as on their socialization and psychological well-being (Internet-addiction). The empirical research identified trends in adolescents’ attitude towards Internet, books and their role in educational process. The results show that adolescents mostly apply to the Internet, books and TV as a source of informal education. The Internet plays a considerable role in the life of adolescents. More than a half of those who took part in the survey spend all their free time surfing the Internet. On the Internet, the adolescents mostly watch foreign movies, read books which have positive feedbacks on forums; they do it both to broaden their horizons and enlarge life experience in general. Through the Internet, adolescents – both girls and boys – make more friends, they more prominently articulate their opinion, and become more tolerant. Only one in ten mentioned the negative impact of the Internet on his/her psychological state.

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Section: Introductionmentioning

confidence: 70%

Informal Education of Adolescents

Chernikova¹,

Sivrikova²,

Ptashko³

2018

SHS Web Conf.

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“…Finland is the Nordic country with highest school stress, while at the same time being the best performing country of the Nordic countries according to overall PISA performance. The situation in Finland has been described as one of increasing school burnout and reduced engagement (Salmela-Aro & Upadyaya 2017; Widlund, Tuominen & Korhonen, 2018). Living with high stress over time might lead to school burnout.…”

Section: Discussionmentioning

confidence: 99%

Trends in perceived school stress among adolescentsin five Nordic countries 2002–2014

Löfstedt

Eriksson

Potrebny

et al. 2019

Nordisk välfärdsforskning | Nordic Welfare Research

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Associations between school-related stress and poor health, risk behaviours and low well-being are well documented. The aim of this paper was to estimate trends of perceived school stress experienced by boys and girls of different ages in the Nordic countries, and to describe trends in school stress between the Nordic countries. Nordic data from the Health Behaviour in School-aged Children study (HBSC) between 2002 and 2014 were used. The participants were aged 11-16 years. School stress was measured by a single item; "How pressured do you feel by schoolwork?" The participants answering "some" or "a lot" were categorised as reporting school stress. Sweden, Norway and Denmark had lower prevalence of school stress compared to Finland and Iceland. There was an increase in Iceland, Finland and Denmark, whereas adolescents from Sweden showed a decreasing trend. In Norway, the level was stable. Boys showed a marginal decline in school stress whereas girls showed an increase, and school stress increased by age for the whole period. It is a challenge for the public education systems in the Nordic countries to develop policies and practices that provide children with the necessary tools to achieve knowledge and skill, and at the same minimise stress in school.

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“…Es preciso el diseño de varios grupos de instrucción con focos en sistemas de evaluación, competencias genéricas, metodologías docentes, fomento de estrategias de prácticas basadas en la evidencia de carácter innovador incluyendo evaluación de los resultados de aprendizaje (RRAA), niveles de logro académico, niveles de satisfacción de profesores y estudiantes; entre otros. Diferentes meta-análisis recientes así lo confirman (Miller et al, 2016;Peng et al, 2019;Scott et al, 2018;Uttl et al, 2917;Xie et al, 2018) así como los estudios empíricos recientes (Minghui et al, 2018;Widlund et al, 2018;Zeng et al, 2019).…”

Section: Respuesta a La Pregunta Del Programa De Investigaciónunclassified

Antecedentes exitosos propios – valor añadido para la educación superior en Colombia

Sánchez¹,

Conde²,

Marin³

et al. 2019

Revista INFAD de Psicología

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En los últimos años se han venido ensayando estrategias exitosas diversas, tanto desde el contexto propio de la universidad, como desde otros contextos internacionales. Estos antecedentes empíricos, apoyados por datos impresionísticos o validados con evidencias internacionales justifican la formalización de un programa de investigación e innovación docente universitaria centrado en las competencias genéricas de lectura crítica LC y construcción textual CT. Para ello, parece pertinente el analizar estos antecedentes, primero del propio contexto y después los procedentes de contextos externos e internacionales. En el reciente autoinforme para la acreditación de la institución universitaria ante el Ministerio de Educación Nacional se identificaron diferentes estrategias exitosas, cuya lógica y forma de implementación merece la pena revisar para el desarrollo del tema que nos ocupa. Por una parte, se vienen promoviendo estrategias como el uso de rúbricas, el acompañamientode actividades, sugiriéndose el fomento de metodologías activas como el ABP, el MC, o eleLearning, sea a través de MOOCs u otros medios. En primer lugar, conviene revisar las estrategias utilizadas para el factor 2, estudiantes, sobre todo en lo que hace a la permanencia; y las estrategias para paliar la deserción y que se amplía en el factor 9 de bienestar institucional. En segundo lugar, las estrategias implementadas para el factor 3 profesorado, parecen muy relevantes para esta investigación. Conviene revisar las estrategias implementadas con éxito de buenas prácticas docentes, capacitación docente en docencia inicial, plan de acompañamiento docente (PAD). En tercer lugar, la revisión de las actuaciones y estrategias utilizadas en el factor 8 de autoevaluación y autorregulación son de gran interés. Se revisan, también, otras experiencias exitosas de gran interés. “Proyecto de Investigación Competitivo CONV-ÍNDEX Núm. 13-2018, Código Proyecto INV. 150-01-007-13 Universidad de la Costa (Colombia) – Universidad de León (España). Evaluado por la ACAC(MEN Colombia)”

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Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year

Cited by 57 publications

References 98 publications

Informal Education of Adolescents

Informal Education of Adolescents

Trends in perceived school stress among adolescentsin five Nordic countries 2002–2014

Antecedentes exitosos propios – valor añadido para la educación superior en Colombia

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