Students' Perceptions of School Climate and Trait Test Anxiety

2012 ◽  
Vol 111 (3) ◽  
pp. 761-764 ◽  
Author(s):  
Yang Yang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Test Anxiety ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese High School Students ◽  
Perceptions Of School

In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.

scholarly journals Menyusun Model yang Efisien dan Efektif dari Dimensi-Dimensi School Wellbeing untuk Memprediksi Prestasi Belajar Matematika

2015 ◽  
Vol 42 (1) ◽  
pp. 15
Author(s):  
Asmadi Alsa ◽  
Aniq Hudiyah Bil Haq ◽  
Asmaul Jannah Siregar ◽  
Fitri Ayu Kusumaningrum ◽  
H. Dyah Utami ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Social Relationships ◽  
Parental Support ◽  
Self Efficacy ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
And Mathematics

The study aimed to discover the combination of the variables of social relationships and means for self-fulfillment was effec¬tive for predicting students’ performance in mathematics. The subjects were 83 students of 11th grade of senior high school students in Yogyakarta. The variables were measured using the self-efficacy scale, teacher-student relationships scale, student attachment scale, parent support scale, school climate scale, and mathematics midterm exams. The data were analyzed using Stepwise regression analysis. The results indicated that out of the five independent variables, self-efficacy and teacher-student relationships were the most effective predictors. The contribution of both to mathematic performance amounted 13.3 percent, which was 6.3 percents higher if compared with self-efficacy only as single predictor. In addition, out of the five variables tested, it was the school climate did not have a significant effect on mathematic performance. Keywords: self-efficacy, students-teacher relationships, student engagement, parental support, school climate, mathematic performance Penelitian ini bertu¬juan untuk menemukan kombinasi variabel variabel dalam social relationships dan means for self-fulfillment, yang efektif memprediksi prestasi belajar matematika siswa kelas 11 SMA. Subjek penelitainnya adalah 83 siswa kelas 11 SMA Negeri ‘Y’ di Kota Yogyakarta. Instrumen penelitian yang digunakan adalah skala efikasi diri, skala hubungan guru-siswa, skala keterikatan siswa, skala dukungan orangtua, skala iklim sekolah, dan nilai UTS Matematika. Metode analisis data yang digunakan adalah satatistik analisis regresi metode Stepwise. Hasil penelitiannya adalah bahwa dari kelima variabel independen (prediktor), kombi¬nasi yang efektif untuk memprediksi prestasi matematika adalah variabel efikasi diri dan hubungan guru-siswa. Kontribusi keduanya terhadap prestasi matematika sebesar 13,3 persen, 6,3 persen lebih tinggi dibanding kalau hanya menggunakan variabel efikasi diri sebagai prediktor tunggal. Secara individual, dari kelima variabel independen yang diuji, hanya variabel independen iklim kelas yang korelasinya tidak signifikan dengan prestasi matematika. Kata kunci: efikasi diri, hubungan guru-siswa, keterikatan siswa, dukungan orangtua, iklim sekolah, dan prestasi matematika

scholarly journals Diversity in STEM: A Look at STEM Choices Amongst Black and Latinx High School Students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Michael Owens ◽  
Natasha Ramsay-Jordan
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Recruitment Methods ◽  
Teachers Perceptions ◽  
Teacher Student Relationships ◽  
Teacher Impact ◽  
Teacher Student ◽  
Diversity In Stem ◽  
Unequal Opportunities

The calls for increased diversity and participation of persons from historically underrepresented groups in science, technology, engineering and math (STEM) have gained increasing prominence within education in recent years, yet Black and Latinx students continue to have unequal opportunities to pursue STEM. This research investigates the disparity of Blacks and Latinx students' participation within high school STEM. Specifically, systemic influences and teacher impact are discussed. The research identifies teacher-student relationships, student recruitment methods, teachers' perceptions about STEM, inadequate preparation of teachers, and lack of resources as stimuli that inhibit student participation within STEM courses and programs. The examination of these stimuli could help school leaders and educators implement appropriate strategies to increase participation rates of Blacks and Latinx in STEM.       

High School Students With Emotional and Behavioral Disorders Perceptions of School Climate

2020 ◽  
pp. 104420732093480
Author(s):  
Nicholas A. Gage ◽  
Dennis A. Kramer ◽  
Kaci Ellis
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
School Climate ◽  
Behavioral Disorders ◽  
Multilevel Models ◽  
Emotional And Behavioral Disorders ◽  
Climate Data ◽  
School Students ◽  
Perceptions Of School

Students with emotional and behavioral disorders (EBDs), particularly those in high school, present myriad challenges for educators. Although research suggests that students with EBDs experience schooling differently than their peers, few studies have examined differences in perceptions of school climate. School climate is a multidimensional construct consisting of students’ perceptions of physical and social school environments. To address this gap, we leveraged school climate data from more than 350,000 high school students, including more than 5,000 with or at risk for EBDs, in Georgia. We estimated a series of multilevel models and found that students with or at risk for EBDs consistently report more negative perceptions of school climate than their peers across all school climate domains. We also examined whether individualized education program (IEP) services affected perceptions for students with EBDs, finding more positive perceptions for some domains for students with IEP services for EBDs compared with students with EBDs, but no IEP services. Implications and limitations are then discussed.

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