scholarly journals A cross-sectional study of impact of school environment on students’ health

2021 ◽  
Vol 8 (6) ◽  
pp. 3035
Author(s):  
Uppala S. S. Ram ◽  
Yeluri S. Rao ◽  
Himavathy K. Gara ◽  
Vanamali D. Rao
Keyword(s):  
Psychosocial Factors ◽  
School Children ◽  
School Environment ◽  
Emotional Health ◽  
School Teacher ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Background: A child’s growth and personality depends not only on his intelligence but also emotional health which incorporates his family, peer, school and teachers. This study aimed to evaluate quality of life in school (QoLS) among school children aged 13-16 years and to explore their school environment.Methods: In this community-based study, 293 school children were randomly selected from an urban community and were subjected to face-to-face interviews to obtain: socio demographic features inclusive of age, gender and details of school; and QoLS instrument exploring psychosocial factors, attitude towards school, teacher-student relationship and school environment.Results: Males had 57.68% representation. Majority belonged to private schools (71.6%) and state board (92.83%). Majority confirmed for adequate lighting (97.27%), clean school (91.47%), and extra-curricular activities (85.32%). Few faced problems like teasing (19.79%), feeling unsafe (16.38%), and loneliness (13.99%). Majority were satisfied with teachers (92.15%) and found them supportive (96.58%) and approachable (91.47%). The lowest and highest QoLS scores were reported for psychosocial factors (3.335±0.991) and teacher-student relationship (3.645±0.773) respectively. Girls reported significantly higher scores for school environment. Residential and 8th grade students gave significantly higher scores for total QoLS and all domains. QoLS was not affected by the school being government or private and education board being state or CBSE.Conclusions: Teacher-students relationship and psychosocial factors were scored highest and lowest respectively in QoLS. Girls, younger age and residential students had higher perception of QoLS. To achieve transformative growth and healthy adulthood, both family and school should focus on safe, stimulating and supportive environment for the child depending on age and gender-specific needs.

scholarly journals Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2101
Author(s):  
Juan-Manuel Trujillo-Torres ◽  
Hassan Hossein-Mohand ◽  
Melchor Gómez-García ◽  
Hossein Hossein-Mohand ◽  
Francisco-Javier Hinojo-Lucena
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
School Environment ◽  
Optimal Algorithm ◽  
School Students ◽  
Cross Sectional ◽  
Maximum Gain ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.

scholarly journals Psychosocial problems among school going adolescents in Ghorai sub metropolitan city of Dang

2020 ◽  
Vol 10 (3) ◽  
pp. 61-65
Author(s):  
Sapana Devkota ◽  
Kishor Adhikari ◽  
Amrita Ghimire ◽  
Subash Koirala ◽  
Mamta Chhetri
Keyword(s):  
Occupational Status ◽  
Psychosocial Problems ◽  
Externalizing Disorders ◽  
Cross Sectional Study ◽  
Chi Square ◽  
Cross Sectional ◽  
Adolescent Students ◽  
Metropolitan City ◽  
Teacher Student ◽  
Student Relationship

Background: A psychosocial problem is a mental illness caused or influenced by life experiences, as well as maladjusted cognitive and behavioral processes. Psychosocial problems i.e. internalizing dis­orders, externalizing disorders and substance abuse are more prevalent among adolescents because of their rapid physical and physiological changes that occur in their body during this stage. The aim of the study was to identify the magnitude of psychosocial problems among school-going adolescents. Methods: Present study was a descriptive cross-sectional study conducted in the ward no. 15 of Gho­rahi sub metropolitan city of Dang District, Nepal. A total of 325 adolescents were chosen from multi-staged random sampling. Pre-tested self-administered questionnaire was used to collect data. Part I and part II of questionnaire was self-constructed and Part III was adopted from standard tool of Youth Pediatric Symptoms Checklist. Descriptive (percentage, frequency, interquartile range and minimum and maximum values) and inferential analysis (chi-square test) was done through this IBM SPSS soft­ware version 20. Results: The prevalence of psychosocial problems among school going adolescents was 26.8%. Socio-demographic characteristics such as age, ethnicity, occupational status of respondent’s father and mother were found to be significantly associated with psychosocial problems. The relation with teach­er and academic grade of respondent were found to be highly associated with psychosocial problems. Conclusions: The study reported an alarming situation of psychosocial problems among adolescent students in Nepal where more than one quarter of participants found having psychosocial problems. The study may suggest the need of proper parenting and maintenance of an appropriate level of teacher-student relationship.

scholarly journals The association between school discipline and self-control from preschoolers to middle school students: A three-level meta-Analysis

2019 ◽  
Author(s):  
Jian Bin Li ◽  
Shan-Shan Bi ◽  
Yayouk Willems ◽  
Catrin Finkenauer
Keyword(s):  
Middle School ◽  
Individual Differences ◽  
School Environment ◽  
School Discipline ◽  
Meta Analysis ◽  
Self Control ◽  
Effect Sizes ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that distinguishes students with good self-control from those with poor self-control. However, the existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three components of school discipline (i.e., structure, support, and teacher-student relationship) and self-control in students from preschool to high school. Based on 65 studies reporting 247 effect sizes (N = 55,940), the results show that school discipline is positively related to self-control (r = .189, p < .001, 95% CI = [.148, .229]). No significant publication bias was found. Moderator analyses showed that effect sizes are similar in magnitude across students’ sex, age, and ethnicity, school level, discipline level, culture (individualism and power distance), informant of school discipline and self-control, research design, and time lag. The effect size was stronger for the teacher-student relationship component and for studies using the same informant to assess the two constructs. These findings point to the importance of school discipline, particularly a good teacher-student relationship, associated with individual differences in self-control in students from preschool to middle school.

scholarly journals Influence of Teacher-Student Relationships on Students’ Loneliness in Coeducational and Single-Gender Public Secondary Schools in Kenya: a case of Murang’a County

2020 ◽  
Vol 4 (6) ◽  
pp. 50-57
Author(s):  
Baru Peter ◽  
Zachariah Kariuki ◽  
Lucy Ndegwa ◽  
Johannes Njoka
Keyword(s):  
Public Schools ◽  
Survey Design ◽  
Personal Data ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

The objective of this study was to establish the influence of teacher-student relationship on loneliness among secondary school students. The study was carried out in sub county public schools in Murang’a County, central region of Kenya. A cross sectional survey design was used. Stratified random sampling was used to get a sample of 592 participants from eight sub counties in Murang’a County. Loneliness was measured using Perth aloneness loneliness scale (PALs) while teacher-student relationship (TSR) was measured using ten statements with graded responses in a five point Likert scale developed for this study. The PAL and TSR scales together with personal data questions formed sections of self administered questionnaire. Administration of the questionnaire was done during normal school days by research assistants. The data was coded and analyzed using statistic program for social sciences (SPSS) version 20. Findings were that TSR was inversely and highly significantly related to loneliness. Regression analysis revealed that TSR predicts 16.2% of loneliness among students. The results are discussed in relation to implications in teacher training curriculum and loneliness counseling in schools.

scholarly journals A DOCÊNCIA NO ENSINO FUNDAMENTAL I: DESAFIOS E POSSIBILIDADES

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 33-38
Author(s):  
Viviane Barrozo Manfré ◽  
Michele da Silva Carlos ◽  
Onaide Schwartz Mendonça
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Primary School ◽  
Basic Education ◽  
School Teacher ◽  
Primary School Teacher ◽  
Research Approach ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

The main objective of this work is to reflect on the theory-practice relationship in the classroom and to understand what it is to be a primary school teacher, the challenges and possibilities of teaching in this stage of Basic Education. Specific objectives are: to observe the teacher-student relationship; identify and analyze how the seven areas that make up the curriculum are worked out; observe and analyze the methodologies used in the educational practices, as well as the activities proposed by the teacher. Considering the objectives of this study, we will develop a qualitative research approach, and will use bibliographic research in theoretical material with the intention of conducting a survey of information and analysis about what it is to be a teacher of Elementary School I and what are the necessary knowledge to be teaching teacher Fundamental I.

scholarly journals The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study

2021 ◽  
Vol 12 ◽  
Author(s):  
María Teresa Chamizo-Nieto ◽  
Christiane Arrivillaga ◽  
Lourdes Rey ◽  
Natalio Extremera
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Well Being ◽  
Self Report ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.

scholarly journals Tobacco Habits among the 8 to 15 Years School Children of Rural Haryana

2014 ◽  
Vol 48 (4) ◽  
pp. 183-185
Author(s):  
Vidya Rattan ◽  
Utkal Mohanty
Keyword(s):  
Tobacco Use ◽  
School Children ◽  
Rural Areas ◽  
School Environment ◽  
Urban Areas ◽  
Peer Pressure ◽  
Cross Sectional Study ◽  
Global Youth Tobacco Survey ◽  
Cross Sectional ◽  
Present Cross Sectional Study

ABSTRACT Aim The present cross-sectional study was undertaken to determine the prevalence and age at initiation of tobacco use among school children in rural areas of Haryana. Materials and methods A cluster sample design was used to produce a representative sample of schools from Panchkula and Ambala district. All students were included from the selected schools and information regarding tobacco use was collected from students of class 3 to 10 (8-15 years) through a self-administered questionnaire. Results A total of 3526 students with average age of 12.2 ± 2.3 years were screened for tobacco use. About 182 (5.1%) school children were found to be ever users of tobacco and 79 (2.2%) were current tobacco users in any form. Peer pressure was found to be the most common cause of initiating tobacco use by the students. Conclusion Prevalence of tobacco use among the school children of rural Haryana is lower than that reported in urban areas by Global Youth Tobacco Survey (GYTS). However, the downward shift of the age at initiation (<10 years) is a matter of grave concern, which needs to be tackled by creating suitable school environment through health promotion and strengthening anti tobacco laws. How to cite this article Rattan V, Mohanty U, Goyal A. Tobacco Habits among the 8 to 15 Years School Children of Rural Haryana. J Postgrad Med Edu Res 2014;48(4):183-185.

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