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Article
Publication date: 6 February 2024

Alina Botezat, Cristian Incaltarau, Sabina Ana Diac and Alexandra Claudia Grosu

This paper aims to extend the scope of previous studies on education-occupation mismatch to explicitly focus on the role high school track choices have on the risk of being…

Abstract

Purpose

This paper aims to extend the scope of previous studies on education-occupation mismatch to explicitly focus on the role high school track choices have on the risk of being mismatched in the labor market.

Design/methodology/approach

The paper uses the most exhaustive available database regarding the early-career paths of university graduates in Romania. Using a novel matching technique, entropy balancing (EB), our study relies on multinomial logit models and logit regressions to estimate the effect of the completed high school track on the likelihood of being mismatched in the labor market. The empirical analysis focuses on two types of education-occupation mismatches: horizontal and vertical mismatches.

Findings

We show that studying a different field in college compared to the completed high school track increases the risk of being skill mismatched in the first job after graduation. Five years after college graduation, the influence of the high school track fades, while being skill mismatched in the first employment plays a more important role. In contrast, we find no evidence that pursuing a college major unrelated to the completed high school track increases the probability of being overeducated. However, being overeducated in the first job increases the risk of being overeducated five years later.

Originality/value

The study brings new reliable evidence on the extent to which high school track choices may contribute to the risk of being mismatched in the labor market.

Details

International Journal of Manpower, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 29 August 2023

Emmanuel Adu Boahen, Jacob Nunoo and Kwadwo Opoku

The objective of this paper is to examine the effect of spending one extra year in high school on early marriage and childbirth.

Abstract

Purpose

The objective of this paper is to examine the effect of spending one extra year in high school on early marriage and childbirth.

Design/methodology/approach

The study takes advantage of the education reform in 2007 that extended the years of high school education by one to conduct a quasi experiment. The marriage and fertility outcomes of women who completed a four-year senior high school education are compared to those who completed a three-year senior high school education.

Findings

The findings from the study indicate that the one-year extension in high school education led to a 4.75 percentage point reduction in the probability of ever marrying by age 27 and a 6.7 percentage point reduction in the probability of ever given birth. The authors demonstrate that the extension of the duration of high school education by one year has a heterogeneous effect, as it reduced the fertility and marriage outcomes of rural girls more than urban girls. The study reveals opportunity costs and confinement effects as possible mechanisms through which the policy affected early marriage and birth.

Originality/value

This study is one of the few studies that examine the impact of the duration of secondary school education on fertility and marriage. For Africa in particular, there is no such study. Thus, this study provides a unique contribution to the literature since available studies on this subject matter can only be found in advanced economies. Unlike other studies in Africa that use a design that provides the combined effect of duration of schooling and school enrolment on fertility and marriage, this design enables the authors to only look at the effect of duration of schooling on fertility and marriage.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-04-2023-0323

Details

International Journal of Social Economics, vol. 51 no. 4
Type: Research Article
ISSN: 0306-8293

Keywords

Open Access
Article
Publication date: 29 January 2024

Odiri E. Onoshakpokaiye

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics…

Abstract

Purpose

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Design/methodology/approach

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

Findings

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

Originality/value

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

Details

Arab Gulf Journal of Scientific Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1985-9899

Keywords

Article
Publication date: 1 March 2024

Yongmei Ni, Bichu Li, Yu Su and Jiangang Xia

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from…

Abstract

Purpose

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.

Design/methodology/approach

Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.

Findings

Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.

Originality/value

By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

Details

Journal of Educational Administration, vol. 62 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 22 February 2024

Francisca Letícia Ferreira de Lima, Rafael Barros Barbosa, Alessandra Benevides and Fernando Daniel de Oliveira Mayorga

This paper examines the impact of extreme rainfall shocks on the performance in test scores of students living near at-risk urban areas in Brazil.

Abstract

Purpose

This paper examines the impact of extreme rainfall shocks on the performance in test scores of students living near at-risk urban areas in Brazil.

Design/methodology/approach

To identify the causal effect, we consider the exogenous variation of rainfall at the municipal level conditioned on the distance from the school to risk areas and the rainfall intensity in the school months.

Findings

The results suggest that extreme precipitation shocks, defined as a shock of at least three months of high-intensity rainfall, have an adverse impact on both math and language performance. Through a heterogeneous effects analysis, we find that the impact varies by student gender, with girls being more affected. In addition, among students who study near at-risk areas, those with better previous school performance and higher socioeconomic status are more negatively affected.

Originality/value

Our results suggest that extreme weather events can increase the differences in human capital accumulation between the population living near risk areas and those living more distant from these areas.

Details

EconomiA, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1517-7580

Keywords

Article
Publication date: 26 March 2024

Emnet Tadesse Woldegiorgis and Otilia Chiramba

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It…

Abstract

Purpose

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

Design/methodology/approach

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

Findings

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

Originality/value

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 10 July 2023

Réka Tamássy, Zsuzsanna Géring, Gábor Király, Réka Plugor and Márton Rakovics

This study aims to investigate how highly ranked business schools portray ideal students in terms of their attributes and their agency. Understanding how these higher education…

Abstract

Purpose

This study aims to investigate how highly ranked business schools portray ideal students in terms of their attributes and their agency. Understanding how these higher education institutions (HEIs) discursively construct their present and prospective students also shed light on the institutions’ self-representation, the portrayal of the student–institution relationship and eventually the discursive construction of higher education’s (HE) role.

Design/methodology/approach

To understand this dynamic interrelationship, this study uses mixed methodological textual analysis first quantitatively identifying different modes of language use and then qualitatively analysing them.

Findings

With this approach, this study identified six language use groups. While the portrayal of the business schools and that of the students are always co-constructed, these groups differ in the extent of student and organisational agency displayed as well as the role and purpose of the institution. Business schools are always active agents in these discourses, but their roles and the students’ agency vary greatly across these six groups.

Practical implications

These findings can help practitioners determine how students are currently portrayed in their organisational texts, how their peers and competitors talk and where they want to position themselves in relation to them.

Originality/value

Previous studies discussed the ideal HE students from the perspective of the students or their educators. Other analyses on HE discourse focused on HEIs’ discursive construction and social role This study, however, unveils how the highly ranked business schools in their external organisational communication discursively construct their ideals and expectations for both their students and the general public.

Details

Journal of International Education in Business, vol. 17 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Open Access
Article
Publication date: 18 March 2024

Alesandra de Araújo Benevides, Alan Oliveira Sousa, Daniel Tomaz de Sousa and Francisca Zilania Mariano

Adolescent pregnancy stands as a societal challenge, compelling young individuals to prematurely discontinue their education. Conversely, an expansion of high school education can…

Abstract

Purpose

Adolescent pregnancy stands as a societal challenge, compelling young individuals to prematurely discontinue their education. Conversely, an expansion of high school education can potentially diminish rates of adolescent pregnancy, given that educational attainment stands as the foremost risk factor influencing sexual initiation, the use of contraceptive methods during initial sexual encounters and fertility. The aim of this paper is to analyze the impact of the implementation of the public educational policy introducing full-time schools (FTS) for high schools in the state of Ceará, Brazil, on early pregnancy rates.

Design/methodology/approach

Using the difference-in-differences method with multiple time periods, we measured the average effect of this staggered treatment on the treated municipalities.

Findings

The main result indicates a reduction of 0.849 percentage points in the teenage pregnancy rate. Concerning dynamic effects, the establishment of FTS in treated municipalities results in a 1.183–1.953 percentage point decrease in teenage pregnancy rates, depending on the timing of exposure. We explored heterogeneous effects within socioeconomically vulnerable municipalities, yet discerned no impact on this group. Rigorous tests confirm the robustness of the results.

Originality/value

This paper aims to contribute to: (1) the consolidation of research on the subject, given the absence of such research in Brazil to the best of our knowledge; (2) the advancement and analysis of evidence-based public policy and (3) the utilization of novel longitudinal data and methodology to evaluate adolescent pregnancy rates.

Details

EconomiA, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1517-7580

Keywords

Article
Publication date: 13 December 2023

Abdul Saman and Hillman Wirawan

Soft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study…

Abstract

Purpose

Soft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study investigates the effect of psychological capital (PsyCap) on soft skills through the role of psychological well-being at different students’ grade levels.

Design/methodology/approach

Three scales (i.e. the Psychological Capital Questionnaire, the Scale of Psychological Well-being and the soft skills assessment) were used on 707 high school students from seven senior high schools. The data were analysed using a moderated-mediation regression technique to reveal the conditional indirect effect of PsyCap on soft skills.

Findings

The results suggested that students' grade levels moderated the indirect effect of PsyCap on soft skills via psychological well-being. Students in higher grades showed a stronger impact of PsyCap on soft skills via psychological well-being.

Research limitations/implications

The psychological states of students should be regarded as one of the most critical aspects of education and career advancement. Schools should assist students in developing their soft skills. Students, regardless of grade level, would begin to occupy their PsyCap, ensure their psychological well-being and finally, engage in soft skills development activities.

Originality/value

This current study has shifted from simply assessing soft skills to investigating some avenues for developing soft skills in various contexts and areas. If the theoretical model is well established, teachers and educators can effectively improve soft skills intervention by understanding the antecedents of soft skills.

Details

Education + Training, vol. 66 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Abstract

Details

Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

1 – 10 of over 6000