BARRIERS AND BENEFITS TO LEARNING IN NATURAL ENVIRONMENTS: TOWARDS A RECONCEPTUALISATION OF THE POSSIBILITIES FOR CHANGE

COSMOS ◽  
2013 ◽  
Vol 08 (02) ◽  
pp. 153-166 ◽  
Author(s):  
JUSTIN DILLON
Keyword(s):  
Natural Environment ◽  
Self Efficacy ◽  
Local Level ◽  
Full Range ◽  
Well Being ◽  
Natural Environments ◽  
School Students ◽  
Direct Benefits ◽  
Self Worth ◽  
Effective Delivery

Policies designed to increase public engagement with biodiversity advocate increased education across a range of educational contexts. Evidence of the benefits of learning in natural environments (LINE) continues to be amassed. LINE affords direct benefits as diverse as educational, health and psychological and indirect benefits ranging from social to financial. Research into the value of LINE has failed to address the full range of benefits. Instead, there has been a narrow focus on easily measurable outcomes and a desire to seek answers to simplistic questions such as "does LINE raise standards more than learning in the classroom?" An attempt is made to outline the full range of benefits which are available to all school students. The outcomes include: benefits to individual participants (knowledge and understanding; skills; attitudes and behaviours; health and well-being; self-efficacy and self-worth); benefits to teachers, schools and the wider community, and benefits to the natural environment sector. Several barriers exist to the effective delivery of LINE. These barriers can be grouped into those that challenge the natural environment sector and those that challenge schools. The challenges facing the sector include a lack of a coordinated effective approach to working with schools at a local level. The challenges facing schools include those frequently mentioned such as the risk of accidents, cost and curriculum pressures. However, another set of challenges exists, at local, institutional and personal levels. These challenges include teachers' confidence, self-efficacy and their access to training in using natural environments close to the school and further afield.

scholarly journals Socialization, Identity and Psychological Resilience among Arab-Palestinian and Jewish High School Students in Israel

2018 ◽  
Author(s):  
Yamama Abd Al-Qadr ◽  
Yaacov J Katz
Keyword(s):  
High School Students ◽  
Religious Identity ◽  
Self Efficacy ◽  
Well Being ◽  
Self Esteem ◽  
Ethnic Socialization ◽  
Psychological Resilience ◽  
Religious Socialization ◽  
School Students ◽  
Jewish Students

The aim of the present research study was to compare the relationships between identity (nationalistic, religious and ethnic), socialization processes (home and school), and psychological resilience (self-esteem, self-efficacy, and well-being) of Arab-Palestinian and Jewish high school students in Israel.317 tenth and eleventh grade students (163 Arab-Palestinian students including 93 girls and 70 boys; and 154 Jewish students including 70 girls and 84 boys) participated in the study. The research was conducted in two state Arab-Palestinian schools, one state secular-Jewish school, and one state religious-Jewish school.The research employed a series of questionnaires. First, a background questionnaire was used to collect basic data about the students; a second questionnaire assessed the nationalistic and religious socialization of the Jewish teenagers and the nationalistic, religious, and ethnic socialization of the Arab-Palestinian adolescents; a third questionnaire assessed the salience of national and religious identity among the Jewish participants, and the salience of national, religious, and ethnic identity among the Arab-Palestinian participants; a fourth questionnaire examined indices of psychological resilience, namely self-esteem, self-efficacy, and the sense of well-being of the Arab-Palestinian and Jewish students. The research findings indicate differences between the socialization processes experienced by the Arab-Palestinian students and those experienced by the Jewish students. The nationalistic socialization experienced by the Jewish adolescents was stronger than that experienced by the Arab-Palestinian adolescents, while the Arab-Palestinian adolescents experienced stronger religious socialization than that experienced by the Jewish adolescents. In addition, the level of religious identity was higher among the Arab-Palestinian participants than among the Jewish participants. On the other hand, there were no significant differences between the two groups regarding salience of national identity. The findings did not indicate differences between the two groups with regard to self-esteem and well-being. However, the self-efficacy of the Arab-Palestinian students was found to be higher than that of the Jewish students.

scholarly journals Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

2020 ◽  
Vol 17 (20) ◽  
pp. 7358
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh
Keyword(s):  
Social Support ◽  
High School Students ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Self Report ◽  
Equation Modeling ◽  
Social Emotional ◽  
School Students

The current study examined whether perceived social support mediated the effects of loneliness and self-efficacy on well-being among students with or without a learning disability (LD). Participants included 834 elementary, middle, and high school students from Israel (29.6% students with LDs) who completed self-report questionnaires. The results of structural equation modeling indicate that social support mediates the indirect effects of age, gender, loneliness and self-efficacy on well-being. In addition, the results show differences between groups, as non-LD girls noted a higher self-efficacy and well-being than boys, and well-being had indirect effects in the non-LD group than in the LD group. These results indicate students with LDs have a unique social-emotional profile that affects their well-being. The study highlights the importance of enhancing self-efficacy and reducing loneliness in order to increase social support, thus predicting positive well-being. Effective and practical educational programs are needed for both groups across age and gender.

scholarly journals Support from Parents, Teachers, and Peers is differently associated with School Students’ Well-Being

2021 ◽  
Author(s):  
Stefan Kulakow ◽  
Frances Hoferichter ◽  
Miriam C. Hufenbach
Keyword(s):  
Peer Support ◽  
Structural Equation ◽  
School Context ◽  
Well Being ◽  
Equation Model ◽  
Three Dimensions ◽  
School Students ◽  
Systematic Analysis ◽  
Self Worth ◽  
Perceived Teacher Support

Parents, teachers, and peers provide a powerful context for school students’ well-being.However, a detailed and systematic analysis of how parental, teacher, and peer support relate to students’ well-being, measured by the dimensions self-worth and psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analysed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.

scholarly journals Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being

2021 ◽  
Vol 12 ◽  
Author(s):  
Frances Hoferichter ◽  
Stefan Kulakow ◽  
Miriam C. Hufenbach
Keyword(s):  
Teacher Support ◽  
Structural Equation ◽  
School Context ◽  
Well Being ◽  
Equation Model ◽  
Three Dimensions ◽  
School Students ◽  
Systematic Analysis ◽  
Self Worth ◽  
Perceived Teacher Support

Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.

Role of Student Well-Being

2016 ◽  
Vol 119 (1) ◽  
pp. 77-105 ◽  
Author(s):  
Huy P. Phan ◽  
Bing H. Ngu ◽  
Oqab Alrashidi
Keyword(s):  
Structural Equation Modeling ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Structural Equation ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
Social Self ◽  
School Students ◽  
Achievement Outcome

The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This research focus has credence and may provide grounding for educational–social interventions. A cohort of 284 (122 girls, 162 boys) Year 11 secondary school students participated in this correlational study. A theoretical-conceptual model was explored and tested using structural equation modeling. Subsequent structural equation modeling analyses provided moderate support for the hypothesized model. The results showed that both academic and social self-efficacy depended on each other in their effect on well-being at school. Both academic engagement and well-being at school served as partial mediators of the effects of academic and social self-efficacy on academic engagement.

Internet Altruistic Behavior and Subjective Well-Being: Self-Efficacy as a Mediator

2016 ◽  
Vol 44 (9) ◽  
pp. 1575-1583 ◽  
Author(s):  
Xianliang Zheng ◽  
Yaqin Wang ◽  
Lei Xu
Keyword(s):  
Self Efficacy ◽  
Well Being ◽  
Mediating Effect ◽  
Altruistic Behavior ◽  
Subjective Well Being ◽  
School Students ◽  
Positive Effects ◽  
Age Range ◽  
The Relationship ◽  
General Self Efficacy

We explored the mediating effect of self-efficacy in the association between Internet altruistic behavior (IAB) and subjective well-being (SWB). Chinese middle school students (N = 467; 216 boys and 251 girls, age range = 12–16 years) completed the Index of Well-Being, the Internet Altruistic Behavior Scale, and the General Self-Efficacy Scale. The results indicated that both IAB and self-efficacy had positive effects on SWB, and IAB affected SWB indirectly via self-efficacy, which showed that self-efficacy partially mediated the relationship between IAB and SWB. The results extend knowledge of how IAB functions.

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