			Home About us Contact

Junior High School Students (junior + high_school_student)

Distribution by Scientific Domains

Humanities and Social Sciences	33%

Selected Abstracts

Alignment and Interaction in a Sociocognitive Approach to Second Language Acquisition

MODERN LANGUAGE JOURNAL, Issue 2 2007
DWIGHT ATKINSON
This article argues for the crucial role of alignment in second language acquisition, as conceptualized from a broadly sociocognitive perspective. By alignment, we mean the complex processes through which human beings effect coordinated interaction, both with other human beings and (usually human-engineered) environments, situations, tools, and affordances. The article begins by summarizing what we mean by a sociocognitive approach to second language acquisition. We then develop the notion of alignment, first in terms of general learning/activity and next in relation to second language (L2) learning. Following that, we provide an extended example of alignment-in-action, focusing on the coordinated activities of a Japanese junior high school student and her tutor as they study English in their sociocognitively constructed world. Next, we speculate on possible uses of the alignment concept in L2 research and teaching, and finally we conclude by restating our claim,that alignment is a necessary and crucial requirement for L2 development. [source]

Effect of daytime light conditions on sleep habits and morningness,eveningness preference of Japanese students aged 12,15 years

PSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 3 2002
TETSUO HARADA phd
Abstract The effect of daytime light conditions on the sleep habits and morning,evening preference of Japanese junior high school students (415 girls and 411 boys; age range, 12,15 years old) was studied. Students who were outdoors during the short break between classes or their lunch-time break were more morning-type people than those who remained indoors. Students who shut out the light from outside showed longer subjective sleep latency and appealed more shallow sleep rather than those who did not. Sunlight can be an important factor for the timing of sleep based on the circadian system of Japanese young students. [source]

The survey of sleeping time of junior high school students: A study on the sleep questionnaire

PSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 3 2000
Nariyoshi Yamaguchi MD
Abstract We investigated the questionnaire study on sleep of junior high school students to estimate the effect of excessive study hours on their sleep time in 1998. A total of 501 students answered the questionnaire. It was noted that most of the students sleep for 6,8 h on weekdays. The majority of the students of the junior high school felt that their sleep is insufficient on weekdays. [source]

Student conscientiousness, self-regulated learning, and science achievement: An explorative field study

PSYCHOLOGY IN THE SCHOOLS, Issue 5 2009
Billie Eilam
This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade students in the context of an inquiry-based ecology project. Data were also collected on personality traits, self-reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry-based course, mediated by enacted SRL. © 2009 Wiley Periodicals, Inc. [source]

Use and performances of Web-based portfolio assessment

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2009
Chi-Cheng Chang
This research explored the influence of a Web-based portfolio assessment system on students' performances. The methodological procedure adopted was to have the experimental group use the system, with the control group using conventional assessment. The study subjects were junior high school students of two computer classes. The experimental results revealed that the use of the system has significant positive influence on students' performances. According to estimated effect size, the most significant indicators were reflection, self-assessment, continuous improvement, goal setting, problem solving, data gathering, work and peer interaction. However, peer-assessment performance was not enhanced significantly. Therefore, one recommendation was to reduce peer-assessment and instead offer specific illustrations to the students as well as the opportunity to drill. [source]