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Students’ Perceptions of Factors that Contribute to Risk and Success in Accelerated High School Courses

Students’ Perceptions of Factors that Contribute to Risk and Success in Accelerated High School... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Students’ Perceptions of Factors that Contribute to Risk and Success in Accelerated High School Courses

The High School Journal , Volume 98 (2) – Jan 22, 2015

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

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.

Journal

The High School JournalUniversity of North Carolina Press

Published: Jan 22, 2015

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