scholarly journals Academic resilience in European countries: The role of teachers, families, and student profiles

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0253409
Author(s):  
Francisco J. García-Crespo ◽  
Rubén Fernández-Alonso ◽  
José Muñiz
Keyword(s):  
School Environment ◽  
Family Background ◽  
Hierarchical Linear Model ◽  
Academic Resilience ◽  
Second Phase ◽  
The European Union ◽  
School Students ◽  
Related Factors ◽  
Percentage Points ◽  
The Family

Academic resilience is a student’s ability to achieve academic results significantly higher than would be expected according to their socioeconomic level. In this study, we aimed to identify the characteristics of students, families, and teacher activities which had the greatest impact on academic resilience. The sample comprised 117,539 fourth grade students and 6,222 teachers from 4,324 schools in member states of the European Union that participated in the PIRLS 2016 study. We specified a two-level hierarchical linear model in two phases: in the first level we used the students’ personal and family background variables, in the second level we used the variables related to teaching activity. In the first phase we used the complete model for all countries and regions, in the second phase we produced a model for each country with the highest possible number of statistically significant variables. The results indicated that the students’ personal and family variables that best predicted resilience were the reading self-confidence index, which increased the probability of student resilience by between 62 and 130 percentage points, a feeling of belonging to the school, which increased the chances of being resilient by up to 40 percentage points, and support from the family before starting primary school (Students from Lithuania who had done early literary activities in the family setting were twice as likely to be resilient than those who had not). The teaching-related factors best predicting resilience were keeping order in the classroom, a safe and orderly school environment (increasing chances of resilience by up to 62 percentage points), and teaching focused on comprehension and reflection, which could increase the probability of resilience by up to 61 percentage points.

scholarly journals Factors associated with self-medication in adolescents in the rural area of Cartagena, Colombia

2020 ◽  
Vol 20 (2) ◽  
pp. 356-363
Author(s):  
Moraima Del Toro Rubio ◽  
Cristina Elena Bohórquez Moreno ◽  
Anderson Díaz Pérez ◽  
Zorayda Barrios Puerta
Keyword(s):  
High School Students ◽  
Rural Area ◽  
Cross Sectional Study ◽  
School Students ◽  
Self Medication ◽  
Related Factors ◽  
Cross Sectional ◽  
The Family ◽  
Cartagena De Indias ◽  
Methods Analytical

Objective: to determine the factors that influence on self-medication in Cartagena de Indias (Colombia) adolescents in rural area. Materials and methods: analytical, cross-sectional study, which 383 adolescents between 10 and 18 years old, who lives in two towns of Cartagena, participated. An instrument designed for this study and validated by an expert was applied and integrated by a sociodemographic component, as well as a self-medication and related factors instrument. Results: participants were mostly males (58.2%), between 12 and 17 years old (14.9% and 16.2%), high school students (55.1%). This practice is associated with influence of a relative or a friend (OR 95% CI (6,686 (3,960-11,288)), female sex (OR 95% CI (2,636 (1,516- 4,586) and the acquisition of medications without a medical formula (OR 95% CI (10,491 (4,849 22,698)). Conclusions: self-medication is a common practice among adolescents in the rural area of Cartagena, and is given by cultural factors, such as the family influences and the flexibility of acquiring medications without a medical formula.

Persepsi Pelakuan Agresif Dan Faktor Yang Mempengaruhi Di Lima Buah Sekolah Di Kawasan Bandar Johor Bahru

2012 ◽  
Author(s):  
Azizi Yahaya ◽  
Yusof Boon ◽  
Jamaludin Ramli ◽  
Shahrin Hashim ◽  
Faizah Idris
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Environment ◽  
Family Income ◽  
Family Background ◽  
Peer Group ◽  
School Students ◽  
Significant Difference ◽  
Aggressive Attitude ◽  
Students Attitudes

Kajian ini bertujuan untuk mengenal pasti persepsi pelajar terhadap tingkah laku agresif yang berlaku di lima buah sekolah di kawasan Bandar Johor Bahru. Secara khusus, kajian ini untuk mengenal pasti persepsi pelajar terhadap faktor yang menyebabkan berlakunya perlakuan agresif pelajar dan jenis tingkah laku agresif yang berlaku di sekolah menengah. Dalam konteks kajian ini, hanya tiga persepsi pelajar sahaja yang dikaji, iaitu dari aspek faktor yang menjurus kepada perlakuan agresif pelajar, jenis tingkah laku yang berlaku di sekolah dan persepsi hipotesis. Seramai 260 orang pelajar yang dikategorikan sebagai agresif dari tingkatan satu, dua dan empat di lima buah sekolah di kawasan bandar Johor Bahru dipilih secara rawak berperingkat dilibatkan dalam kajian ini. Alat kajian ini ialah Instrumen Soal Selidik Senarai Semak Masalah Mooney yang mengandungi 64 item berbentuk skala Likert. Nilai kebolehpercayaan (alpha croanbach) alat kajian adalah 0.81. Secara keseluruhan, tahap persepsi pelajar terhadap perlakuan agresif dan jenis berada pada tahap yang tinggi melebihi min 3.67. Dapatan hipotesis menunjukkan tidak terdapat perbezaan yang signifikan antara faktor suasana sekolah, latar belakang keluarga, sikap pelajar, psikologi dan rakan sebaya dengan jantina. Di samping itu, terdapat hubungan yang signifikan antara tingkah laku verbal dan anti sosial dengan pendapatan ibu bapa. Persepsi pelajar terhadap perlakuan agresif di sekolah menengah menunjukkan bahawa pelajar bertindak secara agresif berpunca daripada faktor–faktor berikut, iaitu suasana sekolah (min 4.1), latar belakang keluarga yang kurang memberikan perhatian kepada pelajar (min 3.86), sikap pelajar (min 3.88), psikologi (min 3.65) dan rakan sebaya (min 3.68). Tingkah laku agresif yang kerap dilakukan ialah tingkah laku fizikal (min 3.57), verbal (min 3.53) dan anti sosial (min 3.34). Dapatan kajian ini menunjukkan tahap agresif pelajar di sekolah adalah pada tahap yang tinggi. Cadangan untuk mengatasi masalah antaranya ialah pihak sekolah harus mengenal pasti budaya pelajar agresif dan memperkasakan program pembimbing rakan sebaya agar dapat mengurangkan masalah pelajar agresif. Kata kunci: Faktor suasana sekolah; latar belakang keluarga; sikap pelajar; faktor psikologi; rakan sebaya; agresif The objective of the study is to identify the perception of the students on aggressive attitudes in five secondary schools in Johor Bahru. This study also attempts to identify the factor and types of aggressiveness among secondary school students. This study focused on three important aspects which was causes on students’ aggressiveness, types of aggressive attitudes and hypothesis perception. A total of 260 questionnaires were distributed at random stage to aggressive student from form one, two and four. The instrument used for this research the Mooney Problem Check List. consist of 64 Likert skill items. The reliability value (alpha croanbach) for the instrument was at 0.81. Findings revealed that the level of students aggressiveness and the type of aggressiveness in secondary schools in Johor Bahru were at the high mean score more than 3.67. Researach hypothesis shows that there is no significant difference between school environment factors, family background, students attitudes, psychology, and peers group with gender. There is significant relationship between verbal behaviour and anti–social with family income. Students’ perception between aggressive attitude in secondary school show that environment of the school is dominant (mean 4.1), less attention from family background (mean 3.8), students’ attitude (mean 3.88), psychology (mean 3.65) and their friends (mean 3.68). The most common aggressiveness attitude among student was the physical attitude (mean 3.57), verbal (mean 3.53) and anti social (mean 3.34). Thus this research shows that the aggressive attitude among students was high. The study suggested that the school should identify aggressiveness culture among the students and should implement the peers program reduce the problems. Key words: School environment; family background; peer group; students attitude; psychology factor; aggressive

scholarly journals MOTIVAÇÃO E APRENDIZAGEM: a influência familiar na vida escolar dos alunos da E. M. Raimundo Nonato Bogéa Ribeiro

2018 ◽  
Vol 3 (10) ◽  
pp. 149
Author(s):  
Ana Meire Da Silva Sá
Keyword(s):  
School Environment ◽  
Family Influence ◽  
Daily Routine ◽  
School Life ◽  
School Students ◽  
The Family ◽  
The Subject ◽  
Learning School ◽  
Teaching Learning ◽  
Motivation And Learning

MOTIVATION AND LEARNING: the family influence in the school life of the students of E. M. Raimundo Nonato Bogéa RibeiroMOTIVACIÓN Y EL APRENDIZAJE: la influencia sobre alumnos de la escuela de la vida familiar E. M. Nonato Bogéa RibeiroMuitos são os debates em torno da aprendizagem e do desempenho escolar dos educandos de modo geral. Sob essas discussões, está presente um aspecto muito importante, que é a satisfação do aluno em participar ativamente das atividades que lhes são propostas. Isto é, a motivação, compreendida como um fator psicológico, impulsiona-o a querer, a ter vontade de alcançar objetivos e encarar desafios. Nesse sentido, esta pesquisa tem o objetivo de colocar em pauta a importância do fator motivação para a aprendizagem, demonstrar em que nível esse fator está presente no cotidiano escolar dos alunos do ensino fundamental da Escola Municipal Raimundo Nonato Bogéa Ribeiro, Grajaú – MA, bem como apresentar dados da pesquisa com os discentes sobre o que ou quem lhes provoca motivação para estudar. Para a construção deste trabalho, buscou-se uma análise fundamentada em teorias e levada à prática pela observação do ambiente escolar e aplicação de questionário, a fim de perceber a satisfação dos sujeitos envolvidos e compreender o que os autores abordam sobre o tema. Faz-se importante aprofundar os conhecimentos acerca da motivação, a qual, muito significativa no eixo ensino/aprendizagem, representa, pois, um imprescindível mecanismo para melhorar a educação e alavancar melhores resultados de aprendizagem e desempenho dos discentes.Palavras-chave: Aprendizagem; Escola; Motivação.ABSTRACTNowadays, there are many discussions around the learning and school performance of students in general. In these arguments, there is a very important aspect, the student's satisfaction by actively participating in the activities proposed to him, that is, his motivation, the psychological factor which leads him to want and seek to achieve the desired goals and challenges. This research aims to: (a) highlight the motivation factor importance for learning; (b) demonstrate at what level this factor is present in the daily routine of elementary school students of the Municipal School Raimundo Nonato Bogéa Ribeiro, Grajaú City, Maranhão State (MA), Brazil; and (c) present the research data with the students about what or who motivates them to study. For constructing this work, analysis based on theories was used, the school environment was observed, and a questionnaire was applied to perceive the involved subjects’ satisfaction and to understand the authors' considerations on the subject. Further study is needed about the motivation, theme considered very significant in the teaching/learning axis by the theorists, who emphasize that the motivation is essential for learning.Keywords: Learning; School; Motivation.RESUMENEn la actualidad, muchos son los debates en torno del aprendizaje y desempño escolar de los educandos en general. En estas discusiones, está presente un aspecto muy importante que es la satisfacción del estudiante a participar activamente de las actividades que se les proponen, es decir, su motivación que es comprendida como un factor psicológico que lo impulsa a querer, a tener ganas de alcanzar objetivos y enfrentar los desafíos. Esta investigación tiene el objetivo de poner en pauta la importancia del factor motivación para el aprendizaje, demostrar en qué nivel ese factor está presente en el cotidiano escolar de los alumnos de la enseñanza fundamental de la Escuela Municipal Raimundo Nonato Bogéa Ribeiro, Grajaú - MA, así como datos de la investigación con los discentes sobre qué o quién les provoca motivación para estudiar. Para la construcción de este trabajo se buscó un análisis fundamentado en teorías y llevado a la práctica por la observación del ambiente escolar y aplicación de cuestionario, a fin de percibir la satisfacción de los sujetos involucrados y comprender lo que los autores abordan sobre el tema. Es importante profundizar los conocimientos sobre la motivación que es muy significativa en el eje enseñanza / aprendizaje, pues entre los estudiosos hay énfasis de que la motivación es imprescindible para el aprendizaje.Palabras clave: Aprendizaje; Escuela; Motivación.

scholarly journals Family Background of Child Involvement in School Bullying: Impact of Psychological and Social Characteristics of the Family

2018 ◽  
Vol 23 (4) ◽  
pp. 112-120 ◽  
Author(s):  
M.A. Novikova ◽  
A.A. Rean
Keyword(s):  
High School Students ◽  
Marital Conflict ◽  
Parental Education ◽  
Family Income ◽  
Family System ◽  
Family Background ◽  
School Bullying ◽  
Social Characteristics ◽  
School Students ◽  
The Family

The paper defines aggression and bullying and draws a distinction between them basing on the parameters of repetition and imbalance of power. We evaluate the occurrence of both phenomena in Russia and abroad basing on recent studies and analyse how family factors can affect whether the child will be involved in bullying or not and in which position: we describe the influence of structural, functional and communicative characteristics of the family system (close/distant relationships between the family members, preferred communicative style, marital conflict, relationship with siblings, etc.) and the features of parent-child interaction. Also, we analyse the contribution of certain social factors, such as the level of family income, parental education level etc. The influence of different psychological and social characteristics of the family on the risk of the child’s victimization in school bullying is estimated for each age group (from primary schoolchildren to high school students).

scholarly journals THE FAMILY BACKGROUND - A THEORETICAL APPROACH TO THE FACTORS OF THE CHILD'S SCHOOL SUCCESS

2021 ◽  
Vol 13 (1) ◽  
pp. 30-37
Author(s):  
Mihaela RUS
Keyword(s):  
Family Environment ◽  
School Environment ◽  
School Success ◽  
Family Background ◽  
Active Role ◽  
Two Dimensions ◽  
Educational Process ◽  
Point Of View ◽  
Theoretical Point ◽  
The Family

The objective of the study is to approach from a theoretical point of view the importance of the family in the school-family-student triad. The article will focus on the analysis of the role that the family has in the instructive-educational process of the child, focusing on the specialized literature in the field. School and family are the main factors that complete the education of the individual. Each of them contributes through their specific influences to the formation and social integration of the child. The family environment and the school environment are two dimensions of children's lives that make their mark on the formation of their personality. Systematic school education, however, can prove to be ineffective if the family is not involved in carrying out the instructive-educational tasks in the parent-child relationship. Families have decisive educational potential, especially in the first years of a child's life, and strengthen the educational efforts exercised by the school. Thus, working together in interdependence, through combined actions and giving the student an active role in his development, the premises are created for achieving the school success expected by all educational actors: family, school, and student.

scholarly journals Choice and access to the best schools of Rio de Janeiro: a rite of passage

2015 ◽  
Vol 12 (2) ◽  
pp. 380-416
Author(s):  
Rodrigo Rosistolato ◽  
David Rodgers ◽  
Peter Fry
Keyword(s):  
Primary Education ◽  
Rio De Janeiro ◽  
Family Background ◽  
Rite Of Passage ◽  
Second Phase ◽  
Transfer System ◽  
School Directors ◽  
The Family ◽  
The City ◽  
Complete Access

Abstract Each year in the city of Rio de Janeiro a ritual takes place for selecting and distributing groups of pupils among schools providing the second phase of primary education. Called remanejamento or reallocation, this process involves school directors, education coordinators and the families of pupils. Since part of the process is protected by secrecy, complete access to the rite proved impossible. However it was possible to analyse what happens through the dialogues of the professionals involved and from the viewpoint of the family members who took part in the process. The article demonstrates that the transfer system tends to separate the pupils based on family background and the relations that their parents have to the networks of solidarity that connect families and the management body of the schools. These multiple belongings separate the pupils who will gain places at the best schools from those who will be enrolled in mid-level or low-quality schools.

scholarly journals School-environment, Teacher-related and Student-related Factors: Critical Causes of Low Academic Performance of Senior High School Students in Core Mathematics in the Kumasi Metropolis of Ghana

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
School Environment ◽  
Survey Design ◽  
Senior High School ◽  
School Students ◽  
Related Factors ◽  
Sampling Procedures ◽  
Senior High School Students

Mathematics is seen as the bedrock for scientific, technological and economic advancement of any country. The study explored the perceived causes of low academic performance of Senior High School students in core mathematics in the Kumasi Metropolis of Ghana. The study used the descriptive survey design with quantitative approach. Multi-stage sampling procedures were used to select a sample of 431 respondents (381 students and 50 core mathematics teachers). Students and teachers’ questionnaires were used to collect data for the study. Means and standard deviations were used to analyse the data that was gathered. The findings of the study revealed that school-environment, teachers and students’ factors such as inadequate teaching and learning materials, lateness and absenteeism, inability of teachers to complete their syllabus, students being unhappy in core mathematics classes and poor attitudes toward core mathematics as contributors to the low performance in core mathematics. Among others, recommendations were made based on enforcing the necessary laws by stakeholders in education to curb lateness and absenteeism, provision of TLMs and exhibition of good attitudes towards core mathematics.

scholarly journals Exposure to Cyberbullying, Cybervictimization, and Related Factors Among Junior High School Students

2020 ◽  
Vol 14 (4) ◽  
Author(s):  
Maryam Mohseny ◽  
Zahra Zamani ◽  
Shahin Akhondzadeh Basti ◽  
Mohammad-Reza Sohrabi ◽  
Ali Najafi ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
School Environment ◽  
Emotional Problems ◽  
Physical And Mental Health ◽  
School Students ◽  
Related Factors ◽  
Statistical Population ◽  
Peer Problems

Background: While social media have an immense effect on children and adolescent interactions, they also have serious and potential effects on physical and mental health. Cyberbullying, as a form of bullying using electronic means, is an example of this trend. Objectives: The purpose of this study was to determine the prevalence of cyber-related behaviors and some of their related factors among high school students in Tehran. Methods: This was a cross-sectional analytical study examining cyber behaviors in students in grades 7, 8, and 9. Since our study was conducted in line with an international study, we used the questionnaire of that research to collect data. Some of the characteristics of the adolescents and behavioral problems associated with them were examined, and students' experiences of cyberbullying and cybervictimization were asked in this study. A multi-stage cluster sampling was performed. The statistical population consisted of students from five districts of north, south, west, east, and center regions of Tehran, in which 1,456 questionnaires were completed. Results: The prevalence rate of cyberbullying was 22.3% while that of cybervictimization was 18%. It was also demonstrated that both trends were more significant in boys than in girls. Other parameters such as substance use, body thought scale, school environment difficulties, peer, conduct, and emotional problems had significant correlations with cybervictimization (P = 0.03 for peer problems to P < 0.001 for emotional problems) and cyberbullying (P < 0.04 for peer problems to P < 0.001 for school environment). A significant relationship was also found between prosocial problems and cyberbullying (P = 0.01). Conclusions: Cyberbullying and cybervictimization are more prevalent in boys than in girls. This phenomenon is related to many physical and mental health problems. This evidence can be used to inform decision-makers in the social arena to provide strategies for preventive programs and future interventions.

scholarly journals Bullying at school and mental health problems among adolescents: a repeated cross-sectional study

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Håkan Källmén ◽  
Mats Hallgren
Keyword(s):  
Mental Health ◽  
School Environment ◽  
Mental Health Problems ◽  
Economic Status ◽  
Cross Sectional Study ◽  
Health Problems ◽  
School Students ◽  
Related Factors ◽  
Cross Sectional ◽  
School Year

Abstract Objective To examine recent trends in bullying and mental health problems among adolescents and the association between them. Method A questionnaire measuring mental health problems, bullying at school, socio-economic status, and the school environment was distributed to all secondary school students aged 15 (school-year 9) and 18 (school-year 11) in Stockholm during 2014, 2018, and 2020 (n = 32,722). Associations between bullying and mental health problems were assessed using logistic regression analyses adjusting for relevant demographic, socio-economic, and school-related factors. Results The prevalence of bullying remained stable and was highest among girls in year 9; range = 4.9% to 16.9%. Mental health problems increased; range = + 1.2% (year 9 boys) to + 4.6% (year 11 girls) and were consistently higher among girls (17.2% in year 11, 2020). In adjusted models, having been bullied was detrimentally associated with mental health (OR = 2.57 [2.24–2.96]). Reports of mental health problems were four times higher among boys who had been bullied compared to those not bullied. The corresponding figure for girls was 2.4 times higher. Conclusions Exposure to bullying at school was associated with higher odds of mental health problems. Boys appear to be more vulnerable to the deleterious effects of bullying than girls.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

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