STUDENTS' WELL-BEING, COPING, ACADEMIC SUCCESS, AND SCHOOL CLIMATE

2007 ◽  
Vol 35 (7) ◽  
pp. 919-936 ◽  
Author(s):  
Viive-Riina Ruus ◽  
Marika Veisson ◽  
Mare Leino ◽  
Loone Ots ◽  
Linda Pallas ◽  
...  
Keyword(s):  
Academic Success ◽  
School Climate ◽  
Well Being ◽  
Drop Out ◽  
Student Survey ◽  
Main Hypothesis ◽  
Important Conclusion ◽  
School Drop Out ◽  
Teachers Attitudes ◽  
Attitudes Toward Students

This article presents the results of a student survey conducted in 2004 at Tallinn University within the framework of the project “School as a developmental environment and students' coping.” The questionnaire was completed by 3,838 7th, 9th and 12th grade students from 65 Estonian schools. The project arose from the need to prevent students from school drop-out and repeating grades. The main hypothesis was that by modifying a school's social climate, one can either help or disable the development of students' constructive coping strategies and thus support, or not, students' academic success. Our most important conclusion is that the school climate parameters, especially the school value system and teachers' attitudes toward students as perceived by the latter, influence students' optimistic acceptance of life, their psychological and physiological well-being, and academic success.

scholarly journals Stress and burnout in chiropractic students of European chiropractic colleges:

2020 ◽  
Author(s):  
Maike Perelló Rank ◽  
M Chiro ◽  
Pablo Pérez de la Ossa
Keyword(s):  
Quality Of Life ◽  
Academic Success ◽  
Perceived Stress ◽  
Demographic Data ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Similar Response ◽  
Student Survey ◽  
Chiropractic Students

Objective High levels of stress and burnout are known to negatively impact academic success, quality of life, and well-being of students. The purpose of this study was to investigate the degrees of stress and burnout levels of students from several European chiropractic colleges. Methods Stress and burnout were assessed using the Perceived Stress Scale (PSS-10) and the Maslach Burnout Inventory–Student Survey (MBI-SS). Surveys were delivered electronically in November 2017 to chiropractic students from 4 different chiropractic colleges. Data were analyzed using t test and 1-way ANOVA to determine differences between demographic data. Scores in perceived stress and burnout subscales were compared to the general, chiropractic, and medical student populations. Results Both the MBI-SS and PSS had similar response rates (30%–34%) and demonstrated statistically significant differences between institutions, with C-3 demonstrating the highest levels of exhaustion (p < .001) and the highest levels of perceived stress (p = .012). MBI-SS results show that in the general chiropractic student population, 26.4% presented high emotional exhaustion, 18.2% high cynicism, and 43.8% low academic efficacy. Meanwhile, the PSS score indicated “moderate” levels of stress. Conclusions European chiropractic students experience higher levels of perceived stress than the general population and they may suffer levels of burnout similar to those of medical students. These results suggest that colleges should monitor stress and burnout levels in their students. This may help to establish student support systems in order to improve students' quality of life and academic performance, as well as help new graduates transition to their professional lives.

scholarly journals Academic track mismatch and the temporal development of well-being and competences in German secondary education

2021 ◽  
Author(s):  
Felix Bittmann
Keyword(s):  
Academic Success ◽  
Formal Education ◽  
Panel Study ◽  
Social Background ◽  
Well Being ◽  
Drop Out ◽  
Observation Window ◽  
Highly Educated ◽  
Academic Track ◽  
Health And Well Being

Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.

Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention

2018 ◽  
Vol 49 (1) ◽  
pp. 16-28 ◽  
Author(s):  
Michèle Suhlmann ◽  
Kai Sassenberg ◽  
Benjamin Nagengast ◽  
Ulrich Trautwein
Keyword(s):  
Academic Success ◽  
University Students ◽  
Academic Motivation ◽  
Well Being ◽  
Drop Out ◽  
Cross Sectional ◽  
Online Study ◽  
Person Environment Fit ◽  
Self Construal ◽  
The University

Abstract. About one third of university students drop out from their undergraduate studies. The fit between students’ self-construal and university norms has been suggested to contribute to academic success. Building on this idea, we tested a student-university fit model in a cross-sectional online study among 367 German university students. Results support a P-E fit effect, showing that students with a high dignity self-construal and who perceived the university norms to be highly independent indicated the greatest sense of belonging to the university. In turn, belonging positively predicted well-being and academic motivation and reduced dropout intention. In sum, this study suggests that a person-environment fit analysis can contribute to the understanding of healthy student life and academic success.

scholarly journals When problems just bounce back: about the relation between resilience and academic success in German tertiary education

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Felix Bittmann
Keyword(s):  
Applied Sciences ◽  
Academic Success ◽  
Tertiary Education ◽  
Well Being ◽  
Drop Out ◽  
Growth Curve Models ◽  
Academic Trajectories ◽  
University Of Applied Sciences ◽  
Bounce Back ◽  
Multilevel Growth Curve Models

AbstractWhile in the past the concept of resilience was used to explain psychological well-being in extreme situations like enduring poverty, abuse, or war, it has now found broad application in numerous fields of research. It can also be applied to examine how everyday challenges and problems are dealt with, for example in the educational and university context. This raises the question of whether resilience and academic success are correlated. Using German longitudinal data including university and university of applied sciences students in their first four years (2010–2015) we investigate how resilience and various measurements of success (satisfaction, intention to drop out, grades) are correlated using multilevel growth-curve models. We demonstrate that resilient individuals have consistently more positive academic trajectories, have lower dropout intentions, report better grades and are more satisfied with their lives. The effects are exceptionally stable over time, statistically highly significant and of considerable magnitude. This demonstrates that resilience is associated with better outcomes in university students under control of a large number of potential confounding factors and influences.

scholarly journals Student Health and Well-Being in Indigenous Communities: “No One Is Healed Until Everyone Is Healed”

2017 ◽  
Vol 10 (2) ◽  
pp. 31-38
Author(s):  
Maggie MacDonnell
Keyword(s):  
First Nations ◽  
Indigenous Communities ◽  
Well Being ◽  
Drop Out ◽  
At Risk Youth ◽  
Growing Up ◽  
Remote Communities ◽  
Drop Out Rate ◽  
School Drop Out ◽  
Mcgill University

In this interview, Maggie MacDonnell, recipient of the 2017 Global Teacher Prize, discusses how growing up near a First Nations reserve in Nova Scotia opened her eyes to inequalities between Indigenous and non-Indigenous peoples in Canada. She talks about the influence of Moses Coady, who instilled in her an appreciation for co-operative development, and T’hohahoken Michael Doxtater, an Indigenous scholar at McGill University, whose message, “No one is healed until everyone is healed,” she did not fully appreciate until she began working in the Inuit village of Salluit. She describes the life situation of the youth living in this kind of closed community where addiction and violence often become part of their everyday experience. Her interventions with this group of at-risk youth have helped decrease the school drop-out rate, improve students’ work and social skills, and raise awareness about suicide prevention. She concludes by giving advice to teachers who may be interested in working with students in remote communities.

scholarly journals School Climate: Its Impact on Teachers’ Commitment and School Performance

2021 ◽  
Vol 3 (2) ◽  
pp. 21-35
Author(s):  
Vilma H. Manla
Keyword(s):  
Elementary Schools ◽  
School Climate ◽  
School Performance ◽  
Well Being ◽  
Teaching Profession ◽  
Drop Out ◽  
Congressional District ◽  
School Teaching ◽  
Teachers And Parents ◽  
The Relationship

The aims of this study were to determine the perceptions of school climate, teachers’ commitment and school performance held by principals, teachers and parents and the relationship among these variables. Thirty elementary schools of the third congressional district of Bohol consisting of 200 teachers, 30 principals and 60 parents who were randomly sampled took part in the study. The teachers and parents completed two survey instruments: Organizational Health Inventory for elementary schools (OHI-E) from Hoy and Tarter to examine school climate and Organizational Commitment Questionnaire (OCQ)from Celep to test teachers’ commitment, while the principals were made to answer an additional questionnaire that solicits data regarding the school performance. With the school as the unit of analysis, the OHI-E outlined and measured five elements related to school climate (teacher affiliation, institutional integrity, collegial leadership, resource influence and academic influence). Those five were the independent variables used for the study. The dependent variables were the teachers’ commitment with regard to the commitment to school, teaching profession, pupils and work group; and school performance measured by graduation, retention, promotion, participation, repetition, failure, drop-out rates and the National Achievement Test Result. Data were analyzed using frequency count and simple percentage calculation. Weighted mean score was used to assess the level of school climate, teachers’ commitment and school performance. Furthermore, parametric test like Pearson Product-Moment Correlation (rxy) was used to determine the degree of relationship between school climate and the teachers’ commitment; while Spearman Rank Correlation (rs) was used to determine the relationship of school climate and school performance. Results indicated that school climate is related to teachers’ commitment and school performance. These findings have significant implications for the implementation of change in schools, motivation, productivity, well-being, and learner achievement.

scholarly journals Autonomy Support, Psychological Needs Satisfaction, School Engagement and Academic Success: A Mediation Model

2018 ◽  
Vol 17 (5) ◽  
pp. 1-12 ◽  
Author(s):  
Melchor Gutiérrez ◽  
Patricia Sancho ◽  
Laura Galiana ◽  
José M Tomás
Keyword(s):  
Academic Success ◽  
School Engagement ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Drop Out ◽  
Future Directions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Needs Satisfaction ◽  
School Drop Out

School engagement is a construct of relevance in education and educational psychology, as it has been related to multiple educational constructs and outcomes: school drop-out, satisfaction with school, disruptive behavior, motivational climate, teacher-student relationships, or academic progress and achievement. The current research surveyed 2034 Angolan students and 2302 Dominican Republic students in order to predict academic achievement. The model tested was supported by the data in both samples, and the chain of explicative effects hold again in both samples. School engagement was a powerful mediator among needs satisfaction and academic success. Results are discussed in light of existing literature, and limitations and future directions of research are also highlighted.

“Students Are the Reason Most of Us Have Jobs”: Sport Management Faculty Members’ Perceptions of and Attitudes Toward Students

2020 ◽  
Vol 77 (5) ◽  
Author(s):  
Sarah Stokowski ◽  
Bo Li ◽  
N. Shelby Hutchens ◽  
Charles Bell ◽  
Aquasia Shaw
Keyword(s):  
Academic Success ◽  
Sport Management ◽  
Teaching Effectiveness ◽  
College Campuses ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Democratic Attitudes ◽  
Liberal Democratic ◽  
Teachers Attitudes ◽  
Attitudes Toward Students

Sport management is one of the fastest growing disciplines on college campuses nationwide. Its multifaceted nature suggests that it has a unique blend of students with broad ranging interests. To ensure student success, it is important to understand faculty attitudes toward students. There are two predominant attitudes toward students that occur along a spectrum: conservative-autocratic and liberal-democratic. The conservative-autocratic attitude is characterized by traditional classroom authority, class discipline, and placing little emphasis in the encouragement of autonomy within their students. Liberal-democratic attitudes are characterized by the belief that students should be treated as individuals and can be self-directed in their learning. Liberal-democratic attitudes have been positively correlated with the academic success of students. Utilizing Ng’s (2002) Teachers’ Attitudes Toward Students scale (TATS) scale and informed by McGregor’s (1960) X and Y managerial models of motivation, this study explored sport management faculty attitudes toward students. This study used a mixed methods approach, and 166 sport management faculty members participated in this study. Although the results indicate that the participants prefer adopting liberal-democratic approach in their teaching, older faculty members and tenure-track faculty members were significantly more likely to exhibit conservativeautocratic attitudes toward students. As such, faculty members need to be aware that some circumstances may impact teaching effectiveness and directly influence student outcomes.

Sexual harassment and psychological complaints: student- and class-level associations

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Brolin Låftman ◽  
Y Bjereld ◽  
B Modin ◽  
P Löfstedt
Keyword(s):  
School Climate ◽  
Sexual Harassment ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Negative Effects ◽  
School Class ◽  
School Aged Children ◽  
The Past ◽  
Class Level ◽  
Using Data

Abstract Background Students who are subjected to sexual harassment at school report lower psychological well-being than those who are not exposed. Yet, it is possible that the occurrence of sexual harassment in the school class is stressful also for those who are not directly targeted, with potential negative effects on well-being for all students. The aim was to examine whether sexual harassment at the student- and at the class-level was associated with students' psychological complaints. Methods Data from the Swedish Health Behaviour in School-aged Children (HBSC) of 2017/18 was used, with information from students aged 11, 13 and 15 years (n = 3,720 distributed across 209 classes). Psychological complaints were constructed as a summative index of four items capturing how often the student had felt low, felt irritable or bad tempered, felt nervous, or had difficulties to fall asleep, during the past six months (Cronbach's alpha=0.78). Sexual harassment at the student-level was measured by one item concerning bullying at school: “Other students have exposed me to sexual jokes”. Students who reported that this had happened at least “2 or 3 times a month” were classified as exposed to sexual harassment at school. Sexual harassment at the class-level was defined as the school class proportion of students exposed to sexual harassment, reported in per cent. Two-level linear regression analysis was applied. Results Students who had been exposed to sexual harassment had higher levels of psychological complaints (b = 2.74, p < 0.001). The proportion of students in the school class who had been exposed to sexual harassment was also associated with higher levels of psychological complaints, even when adjusting for sexual harassment at the student-level, gender and grade (b = 0.03, p = 0.015). Conclusions Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students. Key messages Using data collected among students aged 11, 13 and 15 years, this study showed that sexual harassment at the student- and class-level was associated with higher levels of psychological complaints. Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students.

scholarly journals The Effects of Roadside Woody Vegetation on the Surface Temperature of Cycle Paths

Land ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 483
Author(s):  
Nikola Žižlavská ◽  
Tomáš Mikita ◽  
Zdeněk Patočka
Keyword(s):  
Solar Radiation ◽  
Surface Temperature ◽  
Well Being ◽  
Road Surface ◽  
Woody Vegetation ◽  
Surface Model ◽  
Main Hypothesis ◽  
Roadside Vegetation ◽  
Different Types ◽  
Aerial Vehicle

The article is on the effects of woody vegetation growing on the roadside on the temperature of the surface of cycle paths. The main hypothesis of the study is that vegetation has the effect of lowering the temperature of the surroundings in its shadow and thus improves the comfort of users of cycle paths in the summer months. The second hypothesis is to find out which type of road surface is most suitable for the thermal well-being of users. This goal was achieved by measuring the temperature of selected locations on cycle paths with different types of construction surfaces with nearby woody vegetation using a contactless thermometer over several days at regular intervals. The positions of the selected locations were measured using GNSS and the whole locality of interest was photographed using an unmanned aerial vehicle (UAV), or drone, and subsequently a digital surface model (DSM) of the area was created using a Structure from Motion (SfM) algorithm. This model served for the calculation of incident solar radiation during the selected days using the Solar Area Graphics tool with ArcGIS software. Subsequently, the effect of the shade of the surrounding vegetation on the temperature during the day was analysed and statistically evaluated. The results are presented in many graphs and their interpretation used to evaluate the effects of nearby woody vegetation and the type of road surface on the surrounding air temperature and the comfort of users of these routes. The results demonstrate the benefits of using UAVs for the purpose of modelling the course of solar radiation during the day, showing the effect of roadside vegetation on reducing the surface temperature of the earth’s surface and thus confirming the need for planting and maintaining such vegetation.

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