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Example research essay topic: High School Graduates Fear Of Failure - 2,065 words

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Recent studies and miscellaneous talks of the new approach in the educational process possess a clear trend to the underlying fundamental analysis of the social and psychological background of the students. The very popular recently analysis of the ethnic groups and their social origin is of particular interest to the teachers and scholars studying new methods of educations and cognitive processes. The studies are often controversial but most of them show a clear sign of the impact of social status of students on their learning process. This research will focus on the recent discoveries and statistical examinations in the fields of sociology and psychology that are related to the education, and the notion of how do the social classes and backgrounds of students affect it.

The impact of social class and status on learning, reasoning, and motivation of the student is quite conceivable. Therefore, the social factor can be an important argument when we are to examine the differences in academic accomplishments and achievements. The study, which was performed among the Hong Kong University students, has shown that the students of bourgeois or upper class families or fathers excelled in critical thinking as compared with students of lower classes. Furthermore, the earlier students showed an advanced critical judgment inclinations that incorporated significant and elaborative learning skills in the comparison to the latter group of students. The earlier students also displayed minor extrinsic enthusiasm. The conditions dependent on the social background are partly accountable for these differences.

One of the reasons, as was discovered, includes the fact that a student on the possession of fewer resources often times is occupied with part-time work, and therefore spends fewer time on education, which, in turn, leads to lower critical thinking and learning effort. Nevertheless, learning distinctiveness, together with the area, stage, and chronography of study had no considerable result on critical thinking patterns. The discovery indicates that the bond between social status and critical thinking habit, education, and enthusiasm is a significant educators' concern (Gadzella). Public class hypothetically summarizes features of people's productive relationships including the possession of money capital or production tools, and supervision of administrative functions. (Entwisle).

Sufficient investigation proof displays all-encompassing outcomes of the personal social category position. Therefore, it is very important for a person to be belonging to the stable class, and occupy a respected position within it. One of the practical examples is the tendency of high school graduates to enter colleges or universities with offered courses that match skills of the students and the school classes taken before. Doing this allows the student to feel more comfortable within the new environment. More to it, our current education system tends to encourage class imitation through the system of power, reward, and responsibility, which assists in propaganda of ideals positive to class imitation (Jackman). Another valuable result of class attribution is ones personal well being (i.

e. life fulfillment, sense of ones unity, and the scope of isolation or mental depression). Class affect tends to pass through transitional progression involving self-management, social support. The next important affect of social group is its influence on learning progress and achievements.

In fact, the differences may arise from different approach of students to the educational persistence. The studies show that this attribute does depend much on the social class of the respondent, mainly due to the historical trends of transmission of parents values to the child (Bank). Several other possible reasons discovered being able to affect the performance are availability of cognitive motivation and resources for its completion. The affiliation with particular class is found to be stronger than the influence of race, school, or religious beliefs. Also connected to the learning situation is class influence on the student's learning attempts and inter-group activity (Camp). Another affect of social belonging that needs to be noted is the impact of class on notions linked to critical viewpoints about social stratification and social forces.

Critical belief may include consciousness of social variations, of a central ideology, and of prejudice. Besides, ideologies related to individualism, meritocracies, and work behavior and moral display class differences. These ideologies emerge to be applicable to one's learning accomplishments and realizations. More, class forms differences in people's learning objectives and accomplishments enthusiasm (Argyle). In spite of the forceful proof grounded and steady with class hypothesis, the connotation of class is a topic to deep analysis.

It is said that class is a flexible and hazy notion, unbalanced all over one's life span (Hearn). Individuals may engage in crosscutting social statuses, playing numerous roles and therefore theme to compound collective influences that can offset one another (Argyle). Besides, the scholars point to a great number of examples when social class has no impact on attitudes and lifestyles. Besides, latest studies certificate the growing of the middle social class and the disintegration of stratification. With the development of educational institutions, the service companies and industries, and public society, class differentiation tends to become less evident with their impacts becoming less evident.

The social factors that determine the educational success of the student are not limited only to the origin of the student. One of the interesting recent studies examined the effect of different social conditions and factors on the students learning and overall living. A certain amount of student has been divided into three equal groups, which faced different social environments. Students of the first group experienced positive social pressure and their first semester GPA's were used as a dependent variable. Those in the second group experienced negative social pressure.

At the same time, the third group students were not exposed to the social pressure of any kind. The result of the study showed a linear dependence of the GPA to the social pressure. A Tukey's post hoc analysis showed that the significance of the effect was found between the positive and control groups as well as the positive and negative groups. Particularly, the more isolated the minority group members are among majority persons, the less likely they are to be successful academically.

However, the higher the proportion of minority members in a group, the more likely they are to be successful. This idea must be taken for granted; indeed the educational class must have several groups each combining the members with different status, to form equal teams and encourage participation. The study also claimed that minority students are perceived as tokens or symbols and not as individuals. There are three main characteristics of a token student that can be explained as forms of social pressure. First, they are highly visible, thus they face performance demands that can be met by over achieving. As a result, they face performance pressure and they tend to perform differently than other dominant individuals.

Second: token individuals tend to polarize and this polarization leads to further isolation. Third: token individuals suffer from role entrapment. They are stereotyped and expected to behave according to these stereotyping. Using these 3 characteristics of social pressure, the study hypothesized that female students with fewer female colleagues will do less well academically, will be less integrated into school life and will chose stereotypical female careers and studies. Therefore it becomes evident that students group should be well balanced and ideally having equally strong male and female sides.

Entwisle's research indicated that social pressure could produce social anxiety, which can eventually lead to a decrement in performance. To translate this into the world of sports, a strong team may lose a championship game due to social pressure. This social pressure is in the form of self-doubts and fear of failure. However, they disagreed with the explanation that social pressure may lead to home choking of a certain team. They indicated that those teams, which do not perform well at their home field, do not suffer from disruptive fantasies of success in front of their supportive audience. Instead, they do not perform well because of fear of failure that creates a social pressure on them.

They concluded by giving their advice to a team to take the home field if they can. If we are to apply this concept to educational purposes, we can clearly state that part of the learning success is dependant on how comfortable the student feels himself in the classroom or with his fellow students. It might be very important to provide every student with his special group that will show support of his ideas and thinking strategies when studying. Grades and social status can have great motivational power themselves; however, this power is negative most of the time.

Meanwhile praising from the instructor and stressing on the importance of learning more than anything else have a positive motivational power. He concluded that motivation to learn is internal and comes from the individual but external social factors (i. e. grades and educators) shape this motivation. Rewarding a behavior can sometimes make it less likely to occur or improve (Tucker-Ladd). Accordingly, a reward can sometimes be considered as a negative social pressure.

For example, a student may study just to get a grade and not because he is interested in the subject he is studying. The desire to learn would be overlooked and hence performance can start to wane. Researches are finding that internal satisfaction in performing important tasks is definitely related to how much people achieve and what their attitudes are toward their work. It is important that a task feel important to a person in order for him to want to perform well with the task. Thus it can be concluded that most people in this pay-off society will definitely depend upon the praise and grades in order for their performance to improve rather than the quality of their efforts.

Accordingly, students should perform worse in school when the social attitude presented is not uplifting. The success enhances motivation and future performance if this success is identified as relevant to the students expectancy about future performance. The next widely discussed topic is the family and social factors. Two of the biggest are social class and poverty. These have been found very often to predict the developmental outcomes. There are suggestions that people and especially students who live in poverty are more likely to suffer health problems, cognitive delays and behavioral problems.

Sometimes a talented student simply cannot afford to satisfy his basic needs. The educational institutions would only win when providing the support for keen students. In the conclusion of this work I would like to summarize the findings and list several way that can boost educational process. The class and status of the student affect their studying skills and drives. The best solution to this is an integration approach, which will allow the students to dissimilate and form equally strong teams with preferably similar number of males and females (or at least proportionally balanced among the teams). The minorities and different ethnic groups must be given special attention.

In no way can they stay separated from the process. Actually, there are many ways to enhance the quality of learning process; most of them are yet to be discovered, but my idea that the teacher can feel all of them intuitively. References Frith, C. (1997). Performance Enhancement by Relevant Success and Irrelevant Failure. Journal of Personality and Social Psychology, 33 (2), 149 - 60.

Tucker-Ladd, C. E. (1997). Token women: An empirical test of Kanter's hypothesis. American Journal of Sociology, 84 (1), 160 - 69. Bank, B. J. , Slayings, R.

L. , & Biddle, B. J. (1990). Effects of peer, faculty, and parental influences on students' persistence. Sociology of Education, 63, 208 - 225.

Argyle, M. (1994). The Psychology of Social Class. London: Routledge. Camp, W. G. (1990). Participation in student activities and achievement: A covariance structural analysis.

Journal of Educational Research, 83, 275 - 278. Entwisle, D. R. , & Alexander, K. L. (1992). Summer setback: race, poverty, school composition, and mathematics achievement in the first two years of school. American Sociological Review, 57, 72 - 84.

Gadzella, B. M. , & Master, W. G. (1998). Critical thinking and learning processes for students in two major fields. Journal of Instructional Psychology, 25, 256 - 261. Hearn, J.

C. (1991). Academic and nonacademic influences on the college destinations of 1980 high school graduates. Sociology of Education, 64, 158 - 171. Jackman, M. R. , & Jackman, R. W. (1993).

Class awareness in the United States. Berkeley, CA: University of California Press.


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Research essay sample on High School Graduates Fear Of Failure

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