Students' Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses

Autor/inn/en	Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Roth, Rachel A.; Fefer, Sarah A.
Titel	Students' Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses
Quelle	In: High School Journal, 98 (2015) 2, S.109-137 (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2015.0002
Schlagwörter	Student Attitudes; High School Students; Work Ethic; High Achievement; Acceleration (Education); Qualitative Research; Stress Variables; Coping; Goal Orientation; Social Support Groups; Personality Traits; Advanced Placement Programs; Student Motivation; Achievement Need; Trust (Psychology); Interviews; Florida + Suchen Sie Ihr Suchwort? Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Arbeitsethos; Acceleration; Beschleunigung; Qualitative Forschung; Bewältigung; Zielorientierung; Zielvorstellung; Social support; Soziale Unterstützung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Interviewing; Interviewtechnik
Abstract	In this qualitative study, we investigated 15 successful and 15 struggling high school students, perceived stressors, coping strategies, and intrapersonal and environmental factors that students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands and seeking a balance between academic goals, social needs, and extracurricular activities. The most frequently described and commonly used coping responses viewed as effective involved time and task management, seeking temporary diversions, and cognitive reappraisal. Students perceived a strong work ethic and high achievement motivation as personal traits aligned with success, and support from a broad network of peers, parents, and teachers as environmental factors that are also related to optimal performance in rigorous accelerated high school programs. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06