College Preparation and High School Students' Academic Demands: A Phenomenological Study

Autor/in	Capaci, Christine
Titel	College Preparation and High School Students' Academic Demands: A Phenomenological Study
Quelle	(2019), (222 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-6246-0
Schlagwörter	Hochschulschrift; Dissertation; College Preparation; High School Students; Advanced Students; Student Experience; Stress Variables; Competition; School Culture; Ethnic Groups; Parent Child Relationship; Teacher Student Relationship; Grades (Scholastic); Scores; Academic Aspiration; Expectation; Academic Achievement; Coping; Student Needs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fortgeschrittener; Studienerfahrung; Wettkampf; Schulkultur; Schulleben; Ethnie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Notenspiegel; Expectancy; Erwartung; Schulleistung; Bewältigung
Abstract	At the high school level, advanced students are especially hyper-focused on grades, test scores, and college admission. Little information is available on the experiences of participating in these courses from the student's perspective. The purpose of the descriptive phenomenological study was to identify and report the lived experiences of advanced students who incur stress as a result of academic demands. The sample consisted of 11 high school students who had previously taken two or more advanced classes in their junior and senior year of high school. Five major themes emerged from this study: advanced students' stress was excessive, students experienced competition as a regular part of the school culture and ethnic culture; students found their parents and teachers academically and emotionally supportive, students believed they were pressured to maintain high grades and test scores, and the focus on aspirations to attend outstanding colleges was very stressful. Research study outcomes also indicated students experienced excessive stress as a result of personal high expectations for academic achievement and that this stress was influenced by both negative and positive personal coping mechanisms. While the results of this study require further exploration to enable generalization, it is recommended that leaders, scholars, and practitioners address imbalances between high school student's academic self-expectations, personal satisfaction, and school cultures of academic competitiveness. Addressing these imbalances will help to alleviate student stress and develop a high school environment that meets the social, emotional, and academic needs of every student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01