scholarly journals PERAN PELIBATAN DIRI SISWA SEBAGAI MEDIATOR DALAM HUBUNGAN ANTARA IKLIM KELAS DENGAN SIKAP KREATIF SISWA SD SEKOLAH ALAM

2017 ◽  
Vol 16 (1) ◽  
pp. 77
Author(s):  
Rafika Rahmi ◽  
Rose Mini Agus Salim
Keyword(s):  
Classroom Environment ◽  
School Engagement ◽  
Classroom Climate ◽  
Quantitative Methods ◽  
Self Report ◽  
Measuring Instruments ◽  
School Students ◽  
Grade 3 ◽  
School Activity

The aim of this study is to measure the role of student‟s school engagement as mediator in relations between classroom climate with creative attitude in nature-based school. The background of this research is the needs of creative attitude to face the challenge in the future by create the classroom climate and make the children more involved in school activity. One of the ways to increase creative attitude and school engagement is by creating the classroom climate that support the student‟s need. Nature-based school is one of alternative schools in Indonesia that creates active learning in their classroom climate that encourage students to be more engage, so therefore the students can have creative attitude. This research is done with quantitative methods and non-probability sampling methods for elementary school students from grade 3 until 5 in one of Nature Based School in Jakarta, by giving them three self report questionnaires. This research use three measuring instruments, Inventory Classroom Environment, Creativity Attitude Survey, and School Engagement Measure. Thorugh regression analysis, the results showing the positive correlation between classroom climate and school engagement (r = .373; p = .006) and creative attitude (r = .217; p = .002). Through the mediation analysis, the results indicated that school engagement had a role as full mediator in relations between classroom climate with creative attitude in nature based school elementary students. This thing define that classroom climate in nature-based school will improve student‟s creative attitude when students involved emotionally, in cognitive and behavioral in school activity.

School Engagement and the Role of Peer Victimization, Depressive Symptoms, and Rumination

2018 ◽  
Vol 39 (7) ◽  
pp. 962-992 ◽  
Author(s):  
Nicole B. Dorio ◽  
Stephanie Secord Fredrick ◽  
Michelle K. Demaray
Keyword(s):  
Depressive Symptoms ◽  
Middle School Students ◽  
Peer Victimization ◽  
School Engagement ◽  
Self Report ◽  
Depression Symptoms ◽  
School Students ◽  
Eighth Grade Students ◽  
Association Data

The purpose of the current study was to explore the association between peer victimization and school engagement and the indirect effects of rumination and depressive symptoms in this association. Data on middle school students’ victimization experiences, school engagement, rumination, and depressive symptoms were collected from 887 sixth- through eighth-grade students utilizing self-report measures. Results indicated for both boys and girls a significant negative association between peer victimization and school engagement. Furthermore, a significant indirect effect of rumination and depression symptoms was evident for both boys and girls, but these effects were more robust for girls. Furthermore, the direct relation between depressive symptoms and school engagement was stronger for girls. Implications of these findings are discussed.

Fostering Positive Youth Development through Work-Based Learning: The Cristo Rey Model

2014 ◽  
Vol 116 (13) ◽  
pp. 232-252
Author(s):  
Janine Bempechat ◽  
Maureen E. Kenny ◽  
David L. Blustein ◽  
Joanne R. Seltzer
Keyword(s):  
High School Students ◽  
Youth Development ◽  
Low Income ◽  
School Engagement ◽  
Academic Motivation ◽  
School Students ◽  
Study Program ◽  
Adult Role ◽  
Cristo Rey

This chapter presents findings of a three-year longitudinal study of academic motivation and school engagement among low-income high school students enrolled in a corporate work–study program. Our findings demonstrate ways in which the workplace functioned for students as a conduit of emotional resources, offering instrumental support from caring and competent adults, knowledge about the connection between work and school, and an opportunity to occupy the essential adult role of worker.

scholarly journals Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 198
Author(s):  
Shahrbanoo Joulide ◽  
Akram Faravani ◽  
Ali Akbar Boori
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Achievement ◽  
Classroom Environment ◽  
Financial Management ◽  
Classroom Climate ◽  
Reading Ability ◽  
Self Determination ◽  
Achievement Scores ◽  
School Students

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 

ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE

2017 ◽  
Vol 40 (3) ◽  
pp. 605-624 ◽  
Author(s):  
Gholam Hassan Khajavy ◽  
Peter D. MacIntyre ◽  
Elyas Barabadi
Keyword(s):  
Secondary School ◽  
Multilevel Analysis ◽  
Classroom Environment ◽  
Secondary School Students ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
School Students ◽  
Study Results ◽  
Classroom Level

AbstractThe purpose of the present study was to examine the relations between emotions, classroom environment, and willingness to communicate (WTC) using the advanced quantitative methodological procedure of doubly latent multilevel analysis. To this end, 1528 secondary school students from 65 different classrooms in Iran participated in the study. Results of the doubly latent multilevel analysis showed that a positive classroom environment is related to fostering WTC and enjoyment, while it reduces anxiety among students. Moreover, enjoyment was found as an important factor in increasing WTC at both student and classroom level, while anxiety reduced WTC only at the student level. Finally, the results of the study are discussed and pedagogical implications are provided for language teachers.

scholarly journals SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT

2017 ◽  
Vol 54 (7) ◽  
pp. 673-688 ◽  
Author(s):  
Charity Brown Griffin ◽  
Shauna M. Cooper ◽  
Isha W. Metzger ◽  
Alexandrea R. Golden ◽  
C. Nicole White
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
Racial Climate ◽  
School Students ◽  
Mediating Role

Racial Fairness, School Engagement, and Discipline Outcomes in African American High School Students: The Important Role of Gender

2020 ◽  
Vol 49 (3) ◽  
pp. 222-238
Author(s):  
Charity Brown Griffin ◽  
Isha W. Metzger ◽  
Colleen A. Halliday-Boykins ◽  
Claudia A. Salazar
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
School Students

Assessment of the Risks and Needs of Middle School Students: Invariance Properties Related to Gender and Ethnicity

Assessment ◽  
2021 ◽  
pp. 107319112110625
Author(s):  
Paul S. Strand ◽  
Brian F. French ◽  
Bruce W. Austin
Keyword(s):  
Middle School ◽  
Native American ◽  
Middle School Students ◽  
School Engagement ◽  
Intervention Program ◽  
School Attendance ◽  
School Personnel ◽  
Self Report ◽  
General Factor ◽  
School Students

The middle school version of the Washington Assessment of Risks and Needs of Students (msWARNS) is a self-report instrument designed for use by school personnel to identify barriers to school attendance and school success for sixth- to eighth-grade students. It measures six domains relevant to improving school outcomes that include aggression-defiance, depression-anxiety, substance use, peer deviance, home environment, and school engagement. In the present study, a bifactor S − 1 model, for which the aggression-defiance domain was the reference factor for the general factor and the other domains constituted the subfactors, had good fit and better fit than several other alternative models. Results of multigroup confirmatory factor analysis revealed invariance across different groups defined by gender and race/ethnicity (Native American, African American, Hispanic, and White), with a sample of referred middle school students ( N = 2,356; ages 10–15 years). Reliability analyses support the use of the general factor to guide decision-making, the reliable use of the depression-anxiety factor for providing additional insights, and the remaining factors for guiding communication, as part of an assessment and intervention program for middle school students.

scholarly journals Emotional intelligence as a moderator between perfectionism and happiness

2018 ◽  
Vol 40 (1) ◽  
pp. 88-103 ◽  
Author(s):  
Abbas Abdollahi ◽  
Simin Hosseinian ◽  
Hannaneh Panahipour ◽  
Mahmoud Najafi ◽  
Fariba Soheili
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Structural Equation ◽  
Self Report ◽  
Equation Modeling ◽  
School Students ◽  
Personal Standards ◽  
Evaluative Concerns ◽  
Personal Standards Perfectionism

Happiness plays a key role in influencing adolescent performance in a variety of contexts. The present study was designed to investigate the relationships between perfectionism, emotional intelligence, and happiness and to test the moderating role of emotional intelligence in the relationship between perfectionism and happiness among Malaysian adolescents. The participants were 412 Malaysian high-school students from Selangor, all of whom completed self-report questionnaires. Structural equation modeling (SEM) was used to examine whether students with high levels of personal standards perfectionism, low levels of evaluative concerns perfectionism, and high levels of emotional intelligence reported higher levels of happiness. Multigroup analyses showed that emotional intelligence emerged as a significant moderator in the link between evaluative concerns perfectionism and happiness. These findings highlight the importance of emotional intelligence in mitigating the devastating effects of evaluative concerns perfectionism on happiness.

Perceived Learning and Students’ Perceptions Toward Using Tablets for Learning: The Mediating Role of Perceived Engagement Among High School Students

2017 ◽  
Vol 55 (7) ◽  
pp. 951-973 ◽  
Author(s):  
Tal Soffer ◽  
Efrat Yaron
Keyword(s):  
High School ◽  
High School Students ◽  
Quantitative Methods ◽  
Qualitative Content Analysis ◽  
Perceived Learning ◽  
School Students ◽  
Qualitative And Quantitative Methods ◽  
Mediating Role ◽  
Positive Attitudes

Integrating mobile technology in schools has become a growing trend in recent years. Studies suggest that the use of tablets has potential contributions for learning. The current study explored the use of tablets for learning among 427 high school students, utilizing both qualitative and quantitative methods. The purpose was to assess students’ perceptions toward the effectiveness of using tablets in learning and to examine a model in which perceived engagement mediates the effects of content usage types, and technological and social aspects on perceived learning. The findings indicate that overall, students reported moderate levels of positive attitudes toward tablet use in learning. In addition, it was found that the more students consumed information via tablets, perceived tablet software as easy to use, and communicated with other students through tablets, the higher their engagement was, which in turn led to more positive perceptions of learning. Moreover, a qualitative content analysis indicated that students perceived the technological aspects as the main advantage, and barrier, of using tablets for learning. The implications of the results, as well as the role of perceived engagement in enhancing learning outcomes, are discussed in the context of tablet use in learning.

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