scholarly journals Zaangażowanie w aktywności szkolne a funkcjonowanie w roli ucznia – wyniki badań przeprowadzonych na grupie młodzieży gimnazjalnej

2020 ◽  
pp. 173-200
Author(s):  
Katarzyna Tomaszek
Keyword(s):  
Peer Relations ◽  
School Environment ◽  
School Engagement ◽  
Sense Of Belonging ◽  
Catholic School ◽  
School Functioning ◽  
Stepwise Multiple Regression ◽  
School Type ◽  
School Life

Student school engagement is a multi-dimensional meta-construct describing identification and sense of belonging with school environment, an acceptance of the goals of schooling and students’ mental investment of physical and psychical energy into academic work and school life. The study aims to investigate the main predictors of student school engagement in the area of pupils’ school functioning. The participants were 291 secondary school children aged between 12 and 15 years. A stepwise multiple regression analysis indicated that the most important predictors of student school engagement are the time spent learning, subjective declaration about school performance, school type (private Catholic school), and quality of family and peer relations. Those variables explain 20% of the variance in the Global Student School Engagement level.

scholarly journals The contribution of South African teachers to students’ sense of belonging and mathematics achievement: Students’ perspective from the 2015 Trends in International Mathematics and Science Study

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Fabian Arends ◽  
Mariette Visser
Keyword(s):  
School Environment ◽  
Sense Of Belonging ◽  
Economic Status ◽  
School Belonging ◽  
School Life ◽  
Science Study ◽  
High Positive Correlation ◽  
Sense Of School Belonging ◽  
Students Attitudes ◽  
Mathematics And Science

Background: The role of teachers in nurturing students’ sense of belonging cannot be over-emphasised. Students who do not feel accepted by their teachers are at risk of withdrawing from school life and feeling disaffected. This study contributes to theories on school belonging by investigating the contribution of teachers to students’ sense of school belonging, the association of students’ attitudes towards teachers, and their sense of school belonging with students’ mathematics achievement.Aim: To provide empirical evidence of how students’ attitudes towards teachers contributed to their sense of school belonging, as well as their mathematics achievement.Setting: A representative sample of 10932 grade 5 students at 297 schools in South Africa completed a contextual questionnaire and a mathematics assessment during the 2015 Trends in International Mathematics and Science Study (TIMSS).Methods: The TIMSS 2015 data were used to develop indicators of students’ attitudes towards teachers, sense of school belonging and home socio-economic status. Absenteeism and the extent of bullying were also considered. Descriptive and inferential statistical analyses were performed.Results: A high positive correlation between students’ attitudes towards teachers and their sense of school belonging was found. Students’ attitudes towards teachers and their sense of belonging contributed significantly to mathematics achievement.Conclusion: The study confirms the crucial role that a sound student–teacher relationship plays in a healthy sense of school belonging and in terms of academic performance. The school environment should be managed in a manner that allows for mentoring relationships between students and teachers to be strengthened.

The impact of chronic pain on school functioning in young people

Work and pain ◽  
2019 ◽  
pp. 51-64
Author(s):  
Line Caes ◽  
Deirdre Logan
Keyword(s):  
Chronic Pain ◽  
Young People ◽  
School Environment ◽  
School Engagement ◽  
Critical Discussion ◽  
School Functioning ◽  
School Absenteeism ◽  
Inclusive School ◽  
The Impact ◽  
Executive Functioning Skills

School plays a central role in young people’s lives, offering a developmental environment that fosters crucial academic, emotional, cognitive, and social milestones. This chapter presents a critical discussion of how a young person’s school functioning can be negatively affected by chronic pain. We highlight how the impact of chronic pain, and associated psychosocial factors, goes beyond school absenteeism to influence school engagement, executive functioning skills, and social skills development. Furthermore, the challenges teachers face to provide an inclusive school environment for young people with chronic pain will be discussed in depth. The chapter ends with suggestions of how to overcome the barriers to implementing a comprehensive approach towards school functioning within both research and clinical practice, including reviewing standardized tools to assess school impairment and offering guidance for biopsychosocially informed approaches to foster adaptive school functioning in young people with chronic pain.

scholarly journals Students’ Sense of Belonging in Technical/Vocational Schools versus Academic Schools: The Mediating Role of Faculty Trust in Students

2012 ◽  
Vol 114 (7) ◽  
pp. 1-36 ◽  
Author(s):  
Mieke Van Houtte ◽  
Dimitri Van Maele
Keyword(s):  
School Environment ◽  
Sense Of Belonging ◽  
Large Scale ◽  
Vocational Schools ◽  
School Type ◽  
Faculty Trust ◽  
School Communities ◽  
Academic Attitudes ◽  
Mediating Role ◽  
The Status

Background Since the late 1960s, research has demonstrated repeatedly that students in lower tracks achieve less as they develop an antischool culture to overcome the status deprivation resulting from being in a lower track. In quantitative large-scale research, this anti-school culture is usually assessed using poor academic attitudes or study disengagement because antischool norms disengage students from the learning process. The extent to which students in different tracks feel embedded in their school communities—their sense of school belonging—has rarely been examined, although academic engagement and sense of belonging are related to each other and to achievement. Objective This article examines students’ sense of belonging in secondary schools that offer different tracks, and the role played by the faculty's trust in the students. Participants The study is based on data from 3,475 students and 754 teachers in 28 technical/vocational schools and 3,376 students and 461 teachers in 22 academic schools in Flanders, the northern, Dutch-speaking part of Belgium. Research Design Use is made of (stepwise) multilevel analyses (HLM6). Results The analyses show that students in technical/vocational schools have a significant lower sense of belonging than students in academic schools. This association disappears if we take into account faculty trust in students. The association between school type and perceived teacher support, a subdimension of the sense of belonging, is not mediated by faculty trust, but is due to the lower GPA of students in technical/vocational schools. Conclusions The results indicate that teachers play a crucial role in the divergent nature of students’ social integration across different types of schools. In terms of strengthening students’ connectedness to a technical/vocational school environment, our results indicate that strengthening teachers’ level of trust in students could be crucial.

scholarly journals THE CORRELATION BETWEEN THE QUALITY OF SCHOOL LIFE AND SOCIAL COMPETENCES AMONG HIGH SCHOOL STUDENTS

2017 ◽  
pp. 107-128
Author(s):  
Senada Fejzić
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Survey Method ◽  
School Life ◽  
School Students ◽  
Quality Of School Life ◽  
Social Competences ◽  
Development Of Students

The development of social competences represents an integrated part of an individual’s development and is important for the proper functioning within the society. The excessive focus of school on the students’ cognitive development more often leads to neglecting the development of students’ social competences, which are crucial to the students’ healthy prosocial development. Social competences are analyzed within the fields of pedagogical and psychological sciences, lately being attached particular importance. The most convenient for exploring the level of the development of social competences is the school environment, given that students spend most of the time there. The aim of our research was to investigate the correlation between the quality of school environment and social competences among high school students (technical and general-education high schools). The present study results were obtained employing a content analysis method (the theoretical part), a survey method, and a survey technique. The results show that the quality of school life is strongly correlated to the level of the development of students’ social competences. The strongest correlation is observed in the subcategories: general school satisfaction, social integration and preparation for the future, while in the sub-categories of negative feelings toward school and learning experience the correlation is partial. The findings of the current paper might serve as a prelude to planning programs, within school curricula, aimed at improving students’ social competences.

Well-Being and School Life

2020 ◽  
pp. 194-222
Keyword(s):  
Quality Of Life ◽  
School Environment ◽  
Well Being ◽  
Cultural Development ◽  
Work Environments ◽  
Social Psychological ◽  
School Life ◽  
Cultural Conditions ◽  
Holistic Conception

The “school climate” includes both social and physical aspects of school life and can affect positively (or not) behavior, achievements, and cultural development. The school environment has attracted great attention from architecture, but perhaps the overall well-being of the students has taken second place to educational needs. As in all work environments, to which the school can be partially compared, we need to overcome the concept of well-being as an instrumental element to the best performance of people, in favor of a holistic conception that tends to a better quality of life (which also influences some profitability). This chapter reports and comments on the results of a survey carried out on two different school complexes (with students aged between 11 and 14 years) in the Turin metropolitan area, where different socio-economic and cultural conditions are represented. The questionnaire submitted to the students is articulated according to different requirements of well-being: functional, social, psychological, ergonomic, aesthetic, sensorial, and connection with the context.

scholarly journals QUALITY ASSURANCE CHALLENGES: A study of quality assurance in private secondary education in Vietnam

2020 ◽  
Author(s):  
Quynh-Anh Giang Hoang
Keyword(s):  
Quality Assurance ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Satisfaction ◽  
Private Schools ◽  
School Type ◽  
School Life ◽  
The Public ◽  
Quality Of School Life

Due to the developing of science and technology, education is fundamental for a country to develop human resource, talent resource and improve the knowledge of people. UNESCO extremely stress on the importance of education, which is the obvious human right for whole their life. Moreover, this right must be shown in the term of quality (UNESCO, 2017). Especially in the context of the twenty-first century, globalization is a community-oriented process for advancement, yet it is an effective procedure as far as ensuring national interests, particularly in developing nations like Viet Nam. The global monetary rivalry is turning out to be progressively wild and severe, well off nations are gradually generous thus of their upper hand in preparing the first HR and in examining and creating propelled innovation. ICT is utilized as a part of all zones of social life, and are gainful in instruction. The education framework is open; distance learning allows students to learn at any time, any place, at all levels and for all, which has turned into an exceptionally powerful answer to taking care of the expanding demand for instruction in the public arena (MOET, 2015).Besides the global aspects, the primary mission for the school is to ensure the quality of the school to provide a good learning environment for students to develop. In the past, there are many researchers who proposed the theories and frameworks to help the school in term of quality assurance. Among those theories and frameworks, the quality of the school life (QSL) framework should be noticing because students spend most of their time in the school so that the quality of the school life is a part of the quality assurance in the school. Vietnam is one of the countries which spend a lot of money on education. However, the education system of Vietnam has been focusing on the student’s performance for many years, especially in secondary education, not the quality of the student life. Within the scope of this thesis, the researcher aimed to identify issues related to the school life of secondary school students in Vietnamese private schools, to assess the current level of school life of the students and proposed recommendations for quality improvement to achieve the student satisfaction. To ensure this goal, the researcher used a combination of qualitative and quantitative methods, in which the survey is an important part. From the survey of students who have been studying at the school, the researcher collected the data using the QSL questionnaire to have the comparison with the previous studies about the quality of the student school life, which will contribute to the future research.Based on the analysis of both qualitative and quantitative data, we clarified the positive quality of school life in a secondary school in Vietnam. There are positive relationships among the perception of teacher, the opportunity to learn, the perception of student status, and the student satisfaction and the quality of the student school life. However, there is no positive relationship between gender and the quality of school life. On the other word, the females and males perceive the quality of school life equally. In comparison with public secondary school, we found out the differences between school type. In overall, the private secondary schools have more neutral and negative feedbacks than the public secondary schools due to the more autonomy in this school type. While the public schools focus more on the learning environment so that the pressure for the students in public school are high, the private schools focus more on the development environment so that the pressure and the competitive aspects are less. The students in private schools concern about the tuition fee, the rector, the school policies, whereas the students in public school concern about the uniform, the competitors. There are also some negative issues in private secondary schools which are the teacher behaviours, school policies, so that makes the student feel not good about school.According to the results of quantitative and qualitative data, the researcher proposed the recommendations to improve the quality of the school life to gain student satisfaction based on the Deming Wheel.

scholarly journals PENDIDIKAN KARAKTER BERBASIS IMAN DAN TAQWA TERHADAP PESERTA DIDIK

2020 ◽  
pp. 1
Author(s):  
Muchlinawati Muchlinawati
Keyword(s):  
Character Education ◽  
School Environment ◽  
Character Development ◽  
School Life ◽  
Curriculum Content ◽  
Ideal Model ◽  
School Work ◽  
Pros And Cons ◽  
Education Discourse

Character education has become a plemic in various countrie. Views of the pros and cons coloring the character education discourse. Character education is an essential part  of school work, but so farhas been lacking attention. Character education is defined as the deliberate us of all demision of school life to foster optimal character development. This means that to support the development of student character must involve all components in the school  both from the aspect of curriculum content, the procces of instruction, the quality of relationships, the handling of discipline, implementation of co-curricular activities and ethos throughout the school environment. Islam is the teaching of Allah swt to manind through his messenger, from Adam as to the prophet Muhammad saw. In the generation of prophets Muhammad saw the teaching is in the Al-Qur’an. That is why Allah swt positioned the Al-Qur’an  as a guide for mankid and the prophet Muhammad saw in the position of Allah swt as an ideal model because he is considered by Allah swt as a person who has a perfect character( insan kamil).

Bullying and Delinquency in Adolescence: Victims’ and Perpetrators’ Family and Peer Relations

2005 ◽  
Vol 64 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Sonja Perren ◽  
Rainer Hornung
Keyword(s):  
Family Support ◽  
Peer Relations ◽  
Family Relationships ◽  
Peer Acceptance ◽  
Self Report ◽  
School Type ◽  
Bully Victims ◽  
Violent Delinquency ◽  
Perpetrators And Victims

This study investigated (a) the prevalence and co-occurrence of various victimisation and violence experiences among adolescents and examined (b) the quality of peer and family relationships of victims and perpetrators of bullying and violent delinquency. Self-report questionnaires were completed by 1107 Swiss adolescents (grades 7 and 9). Frequency of involvement in bully/victim problems and delinquency was used to classify pupils. Bullies and bully-victims were often also victims and/or perpetrators of violent delinquency. Sex and school type effects were found regarding involvement in bully/victim problems and delinquency. Pupils who were bullied reported lower peer acceptance than bullies and non-involved pupils. Bullies as well as perpetrators and victims of violent delinquency reported lower family support than non-involved adolescents. Implications for prevention and intervention are discussed.

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